The Journal of Metacognition and Learning

Cognitive & Metacognitive Learning Theory and Education

Name: The Journal of Metacognition and Learning


Contact: Roger Azevedo, Editor-in-Chief. (from North Carolina State University)

Description:  This is the only journal that specializes in research on metacognition and self-regulation.  The journal brings together researchers that have been working hitherto on separate islands of different sub-topics or different research paradigms.

Handling of Manuscript: Double-blind peer review

This journal follows a double-blind reviewing procedure. Authors are therefore requested to submit two documents at the time of their submission:

► A title page only, which includes:

  • A concise and informative title
  • The name(s) of the author(s)
  • The affiliation(s) and address(es) of the author(s)
  • The e-mail address and fax number of the corresponding author

► A blinded manuscript without any author names and affiliations. Authors should avoid language that could identify themselves as the authors. Authors should properly cite and reference their own work, but should not use phrases such as “In our previous work (Smith, 2011), we presented…” which identifies the author. Such work should be referred to in the third person, e.g., “Previously Smith (Smith, 2011) presented…”.

The blinded manuscript should contain:

  • A concise and informative title
  • Abstract: Please provide an abstract of 150 to 250 words. The abstract should not contain any undefined abbreviations or unspecified references.
  • Keywords: Please provide 4 to 6 keywords that can be used for indexing purposes.

Topics: The Journal of 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.