Metacognition and Learning

Aims & Scope

The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills.

Moreover, both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered.

Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher role in metacognition training.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	4.8
2024	3.90

SJR (SCImago Journal Rank)

Year	Value
2024	1.871

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	75

Journal Rank

Year	Value
2024	1631

Journal Citation Indicator

Year	Value
2024	703

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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 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.

• Metacognition and learning: conceptual and methodological considerations

  Citation: 1183

  Authors: Marcel V. J., Bernadette H. A. M., Peter

• Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level

  Citation: 642

  Authors: Charlotte, Gerhard

• Investigating grit and its relations with college students’ self-regulated learning and academic achievement

  Citation: 399

  Authors: Christopher A., Maryam

• A conceptual analysis of five measures of metacognitive monitoring

  Citation: 337

  Authors: Gregory

• The development of two observational tools for assessing metacognition and self-regulated learning in young children

  Citation: 303

  Authors: David, Penny, Deborah Pino, Claire, Valeska, Sue, Qais, Demetra

• Process mining techniques for analysing patterns and strategies in students’ self-regulated learning

  Citation: 238

  Authors: Maria, Peter, Christoph

• Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement

  Citation: 231

  Authors: Anneke, Frans J.

• Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance

  Citation: 218

  Authors: Saskia, Katrin, Barbara, Charlotte, Gerhard, Eckhard

• Metacognitive strategies that enhance critical thinking

  Citation: 215

  Authors: Kelly Y. L., Irene T.

• The role of metacognitive skills in developing critical thinking

  Citation: 207

  Authors: Carlo

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