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全部论文审稿周期
10 篇有效样本 · 按发表日期由新到旧排列
审稿天数=录用日期-收稿日期；保留 PDF/DOI/网页源链接
247
天
Testing the misinterpreted effort hypothesis: reframing effort changes perceived effort and its relationship to perceived learning, but does not affect decisions to interleave
作者Connie M. Fralick; Veronica X. Yan
作者单位1. Department of Educational Psychology, The University of Texas at Austin, Austin, USA
223
天
379
天
296
天
Integrating achievement goal, expectancy-value, and self-regulation theories: latent profiles and relations with homework behavior and achievement
作者Jianzhong Xu
作者单位1. Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations, Mississippi State University, Mississippi State, USA
284
天
529
天
Process mining measures students’ help-seeking transitions when completing assignments in an online learning and assessment platform
作者Chenyu Hou; Shelbi L. Kuhlmann; Jeffrey A. Greene; Matthew L. Bernacki; Kelly A. Hogan
作者单位1. Nanyang Technological University, Singapore, Singapore; 2. Psychology Department, Institute for Intelligent Systems, The University of Memphis, Memphis, USA; 3. University of North Carolina at Chapel Hill, Chapel Hill, USA; 4. Department of Education and Brain and Motivation Research Institute (bMRI), Korea University, Seoul, Korea; 5. Duke University, Durham, USA
195
天
Curiosity can influence metacognitive processes
作者Sunae Kim; Paul L Harris; Benjamin Néher
作者单位1. School of Psychology, Social Work & Public Health, Oxford Brookes University, Oxford, UK; 2. Graduate School of Education, Harvard University, Boston, USA; 3. Department of Developmental and Clinical Child Psychology, Eötvös Loránd University, Budapest, Hungary
215
天
313
天
Facets of metacognition and their impact on associative learning
作者Mauricio S. Barrientos; Gabriel Reyes; Jérôme Sackur
作者单位1. Facultad de Psicología, Universidad del Desarrollo, Santiago, Chile; 2. Facultad de Psicología y Humanidades, Universidad San Sebastián, Valdivia, Chile; 3. Laboratoire de Sciences Cognitives et Psycholinguistique, ENS, PSL University, EHESS, CNRS, Paris, France
331
天
Reading behavior as an indicator of comprehension monitoring when reading expository texts
作者Catharina Tibken; Simon P. Tiffin-Richards
作者单位1. Department of Psychology IV, University of Würzburg, Würzburg, Germany; 2. Department of Educational Research and Educational Psychology, Leibniz Institute for Science and Mathematics Education, Kiel, Germany
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我是环境工程专业，需要一篇 SCI，希望 3 个月内见刊。没有基金，也没有大牛挂名，可以投哪些期刊？
CrushSCI回复
可以。先按 90 天时限做可行性筛选，同步查找无基金、无知名作者挂靠的典型论文案例，作为选刊依据。重点核对研究质量与期刊 scope。
- 拟题建议
- 《融合机器学习与生命周期评价的城市污水处理碳排放预测与优化》
样本口径2026 年最近 5 篇有效论文样本
平均审稿96.4 天
中位数77 天