Cognition and Instruction

Cognition and Instruction 由 Taylor & Francis 出版，属中科院心理学大类（2025 升级版2区）。按 OpenAlex 近年发文统计，该刊主要发表 Innovative Teaching and Learning Methods、Mathematics Education and Teaching Techniques、Science Education and Pedagogy 等主题的论文，这 3 个主题约占 36.3%，主导子领域为 Education、Developmental and Educational Psychology。（根据 OpenAlex 主题统计与中科院分区数据生成）

Among education journals, Cognition and Instruction’s distinctive niche is rigorous study of foundational issues concerning the cognitive, socio-cultural, historical, political, ethical, and mediational processes and conditions of learning and development in and across a wide range of environments (e.g., families, neighborhoods, schools, community-based settings, outdoor spaces, workplaces, friendships, social movements, etc.). For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal remains true to its roots in investigating cognition and instruction expansively, and we encourage submissions that attend to the “how” of learning and knowing as tied to the “why,” “for whom,” “where,” and “towards what ends?” A balance of data that illuminates processes of learning for individuals and groups in addition to expansive ways of understanding the outcomes of learning across time and place is therefore typical. Additionally, a balance of well-reasoned theoretical contributions and careful and reflective empirical findings and techniques is expected. The study of learning in design-based and naturally occurring circumstances is highly valued, but so is laboratory study in which context plays a consequential role in analysis. Representative but not exclusive topics for articles include: The conditions that support interest, affect, identity, ethical reasoning, collaboration, embodiment, movement and mobilities, and other dimensions of cognition and learning across the lifespan and multiple contexts for learning (e.g., in- and out-of-school). Teaching and learning processes as tied to questions of educational equity, justice, culture, power, historicity and futurity. Pedagogical mediation and the ways it shapes processes of sensemaking, relationality, and learning. The nature of knowledge, meta-knowledge, conceptual change, multiple ways of knowing, and consequential learning in disciplinary domains, broadly construed. Learning and teaching processes that attend to heterogeneity along multiple lines (e.g., cultural and linguistic diversity, (dis)ability, neurodivergence, race, gender, class). The learning and development of multiple literacies; the role of representation in individual and collective learning. Educator learning processes and outcomes, and the pedagogical conditions that support them, including cultural and institutional aspects. The development of skill and capability in a wide range of crafts and forms of labor.

摘自期刊官网 Aims & Scope

研究方向（LetPub）：Multiple

主编 Shirin Vossoughi出版商官网

中科院期刊分区表

期刊官网公布的 JCR / CiteScore 分区

• CiteScore Q1 · 2025 年度

出版商自述数据，JCR 以 Clarivate、CiteScore 以 Scopus 公布为准；与中科院分区是不同体系。出版商官网

数据库收录

SSCIScopusLetPub

国际期刊预警名单：各版本均未列入LetPub

期刊官网自述收录

Web of SciencePubMedPsycINFOERICCurrent Contents出版商官网

其他：ProQuest、OCLC、EBSCOhost、Elsevier BV、E-psyche、ERIC (Education Resources Information Center)、National Library of Medicine、Ovid、Personal Alert (E-mail)、Taylor & Francis、Thomson Reuters

期刊官网列出的收录清单，未与各数据库逐一核对；Web of Science 各子库以上方记录为准。

不同版本、大类与小类分别展示，不将不同评价口径合并为一个分区值；投稿与考核前请确认所在机构采用的版本。

影响力指标

影响因子

1.86LetPub · 2026-09-13

影响因子（出版商公布） 2025

2出版商官网 · 2026-10-01

五年影响因子（出版商公布） 2025

3.7出版商官网 · 2026-10-01

CiteScore 2026-06

7.7LetPub · 2026-09-13

CiteScore（出版商公布） 2025

7.7出版商官网 · 2026-10-01

SJR 2026-06

0.95LetPub · 2026-09-13

SJR（出版商公布） 2025

0.95出版商官网 · 2026-10-01

SNIP 2026-06

1.86LetPub · 2026-09-13

SNIP（出版商公布） 2025

1.86出版商官网 · 2026-10-01

h-index

146OpenAlex · 2026-10-01

i10-index

548OpenAlex · 2026-10-01

两年平均被引

2.81OpenAlex · 2026-10-01

自引率

10%LetPub · 2026-09-13

Gold OA 文章占比

18.92%LetPub · 2026-09-13

发文规模

年文章数

16LetPub · 2026-09-13

年下载量（出版商公布）

82,000出版商官网 · 2026-10-01

不同来源的统计口径与观测时间不同，页面保留各来源原值；“出版商公布”为期刊官网自述数据。

录用率（出版商公布）

7%出版商官网 · 2026-10-01

投稿到首次决定

26 天出版商官网 · 2026-10-01

社区反馈来自投稿者样本，置信度 0.5，不代表期刊承诺；“出版商公布”的时间节点定义以官网为准。

混合期刊的文章处理费仅在作者选择开放获取发表时收取；按订阅方式发表通常不收费。

费用以期刊官网为准；不同来源的观测时间可能不同，页面保留各来源原值，不做平均。

摘录来自期刊官网页面，仅保留原文片段；“模型摘要”由 Workers AI 生成并经原文校验，以官网为准。

出版商

Taylor & Francis

ISSN

0737-0008

电子版 ISSN

1532-690X

官网最新一期

Volume 44, Issue 3（2026 年）

官方链接

• 期刊主页 ↗LetPub
• 投稿系统 ↗出版商官网
• 专刊 / 特刊征稿 ↗出版商官网