雜志介紹

Metacognition And Learning雜志介紹

《Metacognition And Learning》是一本以English為主的未開放獲取國際優(yōu)秀期刊，中文名稱元認(rèn)知與學(xué)習(xí)，本刊主要出版、報(bào)道教育學(xué)-EDUCATION & EDUCATIONAL RESEARCH領(lǐng)域的研究動(dòng)態(tài)以及在該領(lǐng)域取得的各方面的經(jīng)驗(yàn)和科研成果，介紹該領(lǐng)域有關(guān)本專業(yè)的最新進(jìn)展，探討行業(yè)發(fā)展的思路和方法，以促進(jìn)學(xué)術(shù)信息交流，提高行業(yè)發(fā)展。該刊已被國際權(quán)威數(shù)據(jù)庫SCIE、SSCI收錄，為該領(lǐng)域相關(guān)學(xué)科的發(fā)展起到了良好的推動(dòng)作用，也得到了本專業(yè)人員的廣泛認(rèn)可。該刊最新影響因子為3.9，最新CiteScore 指數(shù)為6.2。

本刊近期中國學(xué)者發(fā)表的論文主要有：

• On students' metamotivational knowledge of self-determination

  Author: Yu, Shi; Zhang, Fengjiao; Nunes, Ludmila D.

• Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach

  Author: Teng, Mark Feng; Yue, Mei

• More socio-emotional regulation, more effective? Exploring social regulation of learning in collaborative argumentation among the high and low performing groups

  Author: Li, Xiaoran; Li, Yanyan; Hu, Wanqing; Li, Keru; Gao, Lei

• The Effects of emotion on judgments of learning and memory: a meta-analytic review

  Author: Yin, Yue; Shanks, David R. R.; Li, Baike; Fan, Tian; Hu, Xiao; Yang, Chunliang; Luo, Liang

英文介紹

Metacognition And Learning雜志英文介紹

Metacognition And Learning is an academic journal dedicated to the field of metacognition, aiming to delve into various aspects of metacognition, including its definition, composition, measurement methods, and applications in different task domains. Metacognition, which refers to an individual's understanding of their own cognitive processes, is a crucial part of the learning process. This magazine provides readers with a comprehensive theoretical framework and empirical data through research on the formation of metacognitive consciousness, accumulation of experience and knowledge, and cultivation of executive skills.

This journal pays special attention to the performance of metacognition in fields such as mathematics, physics, reading, and writing, and explores the relationship between general metacognition and domain specific metacognition. In addition, it also discusses individual differences in metacognition, its relationship with other learner characteristics and learning strategies, developmental issues, training on metacognitive components in learning, and the role of teachers in metacognitive training. In addition to theoretical exploration, the magazine also emphasizes the role of metacognition in self-regulated or co regulated learning, as well as its close relationship with motivation and emotion. By delving into these fields, it provides valuable guidance and inspiration for educators and researchers, helping them better understand and apply metacognitive concepts, thereby improving learners' self-directed learning abilities and academic performance.