Cognition and Instruction

Aims & Scope

Among education journals, Cognition and Instruction’s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence.

For these purposes, both “cognition” and “instruction” must be interpreted broadly.

The journal preferentially attends to the “how” of learning and intellectual practices.

A balance of well-reasoned theory and careful and reflective empirical technique is typical, as is analysis of process data in addition to outcome measures.

The study of learning in engineered and ecologically valid circumstances is highly valued, but so is laboratory study that can be seen as necessary to reach fundamental principles that manifestly apply in the "real world" of learning and intellectual performance.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.6
2024	2.30

SJR (SCImago Journal Rank)

Year	Value
2024	1.669

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	99

Journal Rank

Year	Value
2024	1989

Journal Citation Indicator

Year	Value
2024	233

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Psychology and Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities

  Citation: 2741

  Authors: Aannemarie Sullivan, Ann L.

• Cognitive Load Theory and the Format of Instruction

  Citation: 1680

  Authors: Paul, John

• Toward an Epistemology of Physics

  Citation: 1198

  Authors: Andrea A.

• Why Some Material Is Difficult to Learn

  Citation: 849

  Authors: John, Paul

• Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text

  Citation: 845

  Authors: Danielle S., Eileen, Nancy Butler, Walter

• Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students

  Citation: 831

  Authors: Barbara Y., John R.

• Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom

  Citation: 768

  Authors: Randi A., Faith R.

• The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra

  Citation: 750

  Authors: John, Graham A.

• A Time For Telling

  Citation: 656

  Authors: Daniel L., John D.

• Productive Failure

  Citation: 582

  Authors: Manu

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