Self-monitoring refers to deliberate attention to aspects of one's behavior, and is an important component of self-regulated learning, which depends on favorable self-evaluations of one's capabilities and progress toward learning goals. This paper argues that self-regulated learning is enhanced when students self-monitor their learning progress, and that positive self-evaluations sustain learning by sustaining motivation. The paper begins by summarizing social cognitive theoretical ideas on self-regulation, self-efficacy, and achievement goals and then describes a social cognitive model of self-regulated learning. The paper next describes several research projects that explored the role of self-monitoring during cognitive skill acquisition. The studies involved elementary school students learning mathematical skills; in the first study, students self-monitored their completed work, and in the next two studies the focus of self-monitoring was on learning progress and performance capabilities. All three studies supported theory and research on the benefits of self-monitoring in learning. The paper concludes with a discussion of the implications of self-regulation for teaching and learning. Contains 26 references. (EV)