Abstract: Metacognitive monitoring and control are central to self-regulated learning. Many models of self-regulated learning assume that learning is a dynamic process in which a learner monitors and evaluates his or her progress towards some learning goals and uses this information to regulate his or her studies. The principles and conditions of self-regulated learning were discussed in this paper. Accurate metacognitive monitoring will produce more effective regulation, and this in turn will improve learning. In other words, to make effective decisions about what to study or how long to study, the learner must accurately monitor his or her learning so as to identify materials that he or she will benefit most from restudy. Unfortunately, students’ monitoring is often quite poor and sometimes even misleading. We reviewed and commented several recent studies by focusing their attempt to enhance monitoring accuracy. The most important result for self-regulated learning is that accurate monitoring not only is achievable, but also may improve test performance via effective regulation.

Key words: Metacognitive monitoring, Accuracy, Metacognitive control, Effective