Journal Report

Metacognition and Learning

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Journal Information
Journal Title
Metacognition and Learning
Publisher
ISSN
1556-1631
E-ISSN
1556-1623
Database
ERIH PLUS
Domain
Life Sciences, Physical Sciences, Social Sciences
Classification History
Year A+ A B C
2026 ✓
2025
2024
2023
2021/2022
2020
2019
2018
A journal may have more than one classification in the same year. All recorded classifications are displayed.
Recent Articles
Mapping the cognitive-affective nexus in reading literacy: network structure, latent profiles, and differential association patterns of teaching practices
Miaomiao Zhang, Jie Wang, Wuwen Zhang
2026-10-19 Vol. 21 Issue 1
DOI: 10.1007/s11409-026-09501-0
Effects of a self-regulated learning training on adolescents’ metacognitive awareness, learning processes and outcomes: a multi-method perspective
Shruti Athavale, Lyn Lim, Maria Bannert
2026-10-5 Vol. 21 Issue 1
DOI: 10.1007/s11409-026-09500-1
Testing the dependency of metacognitive monitoring and executive functions in children: A cross-sectional and longitudinal study
Donna Bryce, Janina Eberhart
2026-9-24 Vol. 21 Issue 1
DOI: 10.1007/s11409-026-09497-7
Initial evidence that intellectual humility contributes to metamemory for sources of conflicting claims on the Internet
Jason L. G. Braasch, Taylor Clark, Antonio Gutierrez de Blume et al.
2026-9-24 Vol. 21 Issue 1
DOI: 10.1007/s11409-026-09498-6
Correction: The role of performance level descriptions for the effects of rubrics on self-assessment accuracy and performance
Rebecca Krebs, Julia Waldeyer, Björn Rothstein et al.
2026-9-18 Vol. 21 Issue 1
DOI: 10.1007/s11409-026-09499-5
A self-regulated learning perspective on L2 learners’ engagement with peer feedback in writing
Xiaolong Cheng, Lin Sophie Teng
2026-9-8 Vol. 21 Issue 1
DOI: 10.1007/s11409-026-09495-9
Bridging teacher noticing and metacognition: introducing the concept of metanoticing
Hatice Aydan Kaplan, Esra Selcen Yakici Topbas, Emine Nur Unveren Bilgic
2026-9-8 Vol. 21 Issue 1
DOI: 10.1007/s11409-026-09496-8
Metacomprehension accuracy with multiple texts: a comprehensive approach
Huib K. Tabbers, Carolin Hahnel, Marloes L. Nederhand et al.
2026-9-7 Vol. 21 Issue 1
DOI: 10.1007/s11409-026-09494-w
The role of performance level descriptions for the effects of rubrics on self-assessment accuracy and performance
Rebecca Krebs, Julia Waldeyer, Björn Rothstein et al.
2026-9-4 Vol. 21 Issue 1
DOI: 10.1007/s11409-026-09492-y
Assessing knowledge, use, quality, and effectiveness of self-regulated learning strategies – introducing the KUQE-SRL
Alexander von Bergen, Laura Dörrenbächer-Ulrich, Yves Karlen
2026-8-27 Vol. 21 Issue 1
DOI: 10.1007/s11409-026-09489-7
Articles retrieved from Crossref.
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Printed: October 26, 2026 09:18