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Education & Language - Learning & Instruction | Metacognition and Learning - incl. option to publish open access (Editorial Board)

Metacognition and Learning

Metacognition and Learning

Editor-in-Chief: Roger Azevedo

ISSN: 1556-1623 (print version)
ISSN: 1556-1631 (electronic version)

Journal no. 11409

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Editor In Chief

Roger Azevedo, North Carolina State University, Raleigh, USA

 

Associate Editors

Anastasia Efklides,  Aristotle University, Thessaloniki, Greece

Jeffrey A. Greene, University of North Carolina at Chapel Hill, USA

 

Editorial Assistant

Michelle Taub, North Carolina State University, Raleigh, USA

 

Editorial Board

Vincent Aleven, Carnegie Mellon University, USA

Joyce Alexander, Indiana University, Bloomington, USA

Patricia Alexander, University of Maryland, USA

Carl Martin Allwood, University of Gothenburg, Sweden

Alessandro Antonietti, Catholic University of the Sacred Heart, Italy

Linda Baker, University of Maryland, Baltimore County, USA

Maria Bannert, University of Wuerzburg, Germany

Gautam Biswas, Vanderbilt University, USA

Linda Bol, Old Dominion University, USA

Ivar Ivar Bråten, University of Oslo, Norway

Rainer Bromme, University of Muenster, Germany

Anique de Bruin, Maastricht University, The Netherlands

Timothy J. Cleary, Rutgers, The State University of New Jersey, USA

Jennifer Cromley, Temple University, USA

John Dunlosky, Kent State University, USA

Peter Gerjets , Knowledge Media Research Center, Germany

Arthur Graesser, University of Memphis, USA

Douglas Hacker, University of Utah, USA

Allyson Hadwin, University of Victoria, Canada

Barbara Hofer, Middlebury College, USA

Sanna Järvelä, University of Oulu, Finland

Sabina Kleitman, University of Sydney, Australia

Anastasia Kitsantas, Geroge Mason University, USA

Christina van Kraayenoord, University of Queensland, Australia

Bracha Kramarski, Bar-Liian University, Israel

James C. Lester, North Carolina State University, USA

Lucia Mason, University of Padova, Italy

Panayiota Metallidou, Aristotle University of Thessaloniki, Greece

Janet Metcalfe, Columbia University, USA

Inge Molenaar, Radboud Universiteit Nijmegen

Daniel Moos, Gustavus Adophus College, USA

Krista Muis, McGill University, Canada

Susanne Narciss, University of Passau, Germany

John Nietfeld, North Carolina State University, USA

Nancy Perry, University of British Columbia, Canada

Rienhard Pekrun, University of Munich, Germany

Stephanie Pieschl, University of Muenster, Germany

Claudia Roebers, University of Bern, Switzerland

Jean-François Rouet, Université de Poitiers, France

Wolfgang Schnotz, University of Koblenz-Landau, Germany

Alan Schoenfled, University of California, Berkeley, USA

Bernhard Schmitz, Darmstadt University of Technology, Germany

Dale Schunk, University of North Carolina, Greensboro, USA

Gregory Schraw, Nevada University, USA

Bennett L. Schwartz, Florida International University, USA

Neil H. Schwartz, California State University, Chico, USA

Gale M. Sinatra, University of Southern California, USA

Keith Thiede, Boise State University, USA 

Gregory Thomas,University of Alberta, Canada

Marcel Veenman, Leiden University, The Netherlands

Vivek Venkatesh, Concordia University, Canada

Simone Volet, Murdoch University, Australia

David Whitebread, University of Cambridge, United Kingdom

Jennifer Wiley, University of Chicago Illinois, USA

Philip Winne, Simon Fraser University, Canada

Christopher A. Wolters, The Ohio State University, USA

Lawrence Zhang, The University of Auckland, New Zealand 

Barry Zimmerman, City University of New York, USA

Anat Zohar, Hebrew University Jerusalem, Israel

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  • Aims and Scope

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    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’s role in metacognition training. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices.

    One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.

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