Mind, Brain, and Education

Aims & Scope

Mind, Brain, and Education (MBE) publishes peer-reviewed articles addressing biological, brain, cognitive and behavioral questions that are relevant to the broad field of education.

The journal operates through an open submission process.

In addition, researchers are encouraged to contact the editorial board with ideas for reviews, commentaries and special issues.

Short and full-length empirical reports, reviews and commentaries on specific topics broadly relevant to MBE readership, including to practitioners, will be considered.

MBE has an editorial board of internationally recognized scholars and practitioners from a variety of disciplines.

MBE provides a forum for highest quality presentation of basic and applied research on learning and development across the ages, in typically developing and special needs populations, including analyses of biology, neuroscience, cognitive and social-emotional sciences, and education.

Research in mind, brain, and education emphasizes the reciprocal relationship in which education informs biological and behavioral and cognitive research as much as these inform educational research and practice.

MBE original research articles report novel discoveries from laboratory-based experiments or research in the settings of practice.

MBE articles also may consider the biological, cultural and intergenerational factors that influence life-long learning and plasticity.

MBE strives to be a highly respected resource for reporting basic and translational data that provide a framework for developing a critical understanding of advancing educational practices and curricula.

The journal is thus a venue for scientifically reliable, educationally relevant research that connects mind, brain and education, catalyzing the kinds of research across disciplines that are essential to promote research-based practices in education.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.2
2024	1.90

SJR (SCImago Journal Rank)

Year	Value
2024	0.974

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	50

Journal Rank

Year	Value
2024	5044

Journal Citation Indicator

Year	Value
2024	336

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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 Neuroscience, 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.

• We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education

  Citation: 742

  Authors: Mary Helen, Antonio

• Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy

  Citation: 418

  Authors: Lisa, Simon B., Laura, Katherine, Richard J.

• Conceptualization and Operationalization of Executive Function

  Citation: 296

  Authors: Peter, Patricia A.

• Guided Play: Where Curricular Goals Meet a Playful Pedagogy

  Citation: 274

  Authors: Deena Skolnick, Kathy, Roberta Michnick

• The Development of Metacognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education

  Citation: 264

  Authors: Wolfgang

• Once Upon a Time: Parent–Child Dialogue and Storybook Reading in the Electronic Era

  Citation: 221

  Authors: Julia, Neha, Kathy, Roberta Michnick, Molly Fuller

• Early Education for Spatial Intelligence: Why, What, and How

  Citation: 198

  Authors: Nora S., Andrea

• Block Talk: Spatial Language During Block Play

  Citation: 160

  Authors: Katrina, Kathy, Nora S., Roberta Michnick, Wendy Shallcross

• A Rhythmic Musical Intervention for Poor Readers: A Comparison of Efficacy With a Letter‐Based Intervention

  Citation: 140

  Authors: Adeetee, Alan, Usha

• Neuromyths: Why Do They Exist and Persist?

  Citation: 137

  Authors: Elena

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