《Metacognition And Learning》雜志的最新年發文量為37篇。
這表明該刊在每年都會精選并發表一定數量的高質量文章，以保持其在教育學和教育研究領域的學術影響力。
該刊聚焦于教育學-教育學和教育研究領域的前沿研究，致力于推動該領域新技術和新知識的傳播與應用。同時它積極鼓勵研究人員詳細發表其高質量的實驗研究和理論成果。
該刊的平均審稿周期約為 。
Metacognition And Learning 雜志發文統計
文章名稱引用次數
- Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language15
- Regulation and socio-emotional interactions in a positive and a negative group climate14
- Teachers' direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes - insights from video-based classroom observations and teacher interviews14
- Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance14
- Granularity matters: comparing different ways of measuring self-regulated learning11
- Instructor fluency leads to higher confidence in learning, but not better learning10
- Evaluating the metacognitive awareness inventory using empirical factor-structure evidence6
- What do second-order judgments tell us about low-performing students' metacognitive awareness?5
- Effects of self-assessment feedback on self-assessment and task-selection accuracy5
- Confidence in performance judgment accuracy: the unskilled and unaware effect revisited4
國家/地區發文量
- USA27
- GERMANY (FED REP GER)12
- Netherlands9
- Israel7
- Australia6
- Switzerland5
- Canada3
- England3
- Spain3
- CHINA MAINLAND2
