Journal Report

METACOGNITION AND LEARNING

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Journal Information
Journal Title
METACOGNITION AND LEARNING
Publisher
SPRINGER
ISSN
1556-1623
E-ISSN
1556-1631
Database
Clarivate
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
Integrating achievement goal, expectancy-value, and self-regulation theories: latent profiles and relations with homework behavior and achievement
Jianzhong Xu
2025-12 Vol. 20 Issue 1
DOI: 10.1007/s11409-025-09449-7
Planning the use of cognitive and motivational learning strategies: do students take context into account?
Yeo-eun Kim, Rachel N. Smith-Peirce, Andrew C. Butler
2025-12 Vol. 20 Issue 1
DOI: 10.1007/s11409-025-09448-8
Unveiling conceptual dimensions of co-regulated learning strategies and interactions with self-regulation for EFL learners in collaborative learning
Yuxin Yang, Jinyun Pan, Lin Sophie Teng
2025-12 Vol. 20 Issue 1
DOI: 10.1007/s11409-025-09447-9
Testing the misinterpreted effort hypothesis: reframing effort changes perceived effort and its relationship to perceived learning, but does not affect decisions to interleave
Connie M. Fralick, Veronica X. Yan
2025-12 Vol. 20 Issue 1
DOI: 10.1007/s11409-025-09446-w
Children’s and adults’ evaluation of evidence for scientific and non-scientific problems
Taneisha Vilma, Bradford H. Pillow
2025-11-5 Vol. 20 Issue 1
DOI: 10.1007/s11409-025-09445-x
Process mining measures students’ help-seeking transitions when completing assignments in an online learning and assessment platform
Chenyu Hou, Shelbi L. Kuhlmann, Jeffrey A. Greene et al.
2025-10-29 Vol. 20 Issue 1
DOI: 10.1007/s11409-025-09442-0
Curiosity can influence metacognitive processes
Sunae Kim, Paul L Harris, Benjamin Néher
2025-10-10 Vol. 20 Issue 1
DOI: 10.1007/s11409-025-09444-y
Measuring socially shared regulation of learning: a review and critique of existing self-report surveys
Xiao-Feng Kenan Kok
2025-10-1 Vol. 20 Issue 1
DOI: 10.1007/s11409-025-09441-1
Reading behavior as an indicator of comprehension monitoring when reading expository texts
Catharina Tibken, Simon P. Tiffin-Richards
2025-10-1 Vol. 20 Issue 1
DOI: 10.1007/s11409-025-09440-2
Facets of metacognition and their impact on associative learning
Mauricio S. Barrientos, Gabriel Reyes, Jérôme Sackur
2025-10-1 Vol. 20 Issue 1
DOI: 10.1007/s11409-025-09443-z
Articles retrieved from Crossref.
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Printed: November 5, 2026 03:50