Teachers' ability to accurately judge students' monitoring skills is important as it enables teachers to help students becoming better self-regulated learners. Yet, there is hardly any research on this crucial teacher skill and a framework is missing. We present a novel conceptual and methodological framework integrating teachers' judgments of…

Student learning in introductory science, technology, engineering, and mathematics (STEM) courses is often self-regulated. For self-regulated learning to be effective, students need to engage in accurate metacognitive monitoring to make appropriate metacognitive control decisions. However, the accuracy with which individuals monitor their task…

Being overconfident when estimating scores for an upcoming exam is a widespread phenomenon in higher education and presents threats to self-regulated learning and academic performance. The present study sought to investigate how overconfidence and poor monitoring accuracy vary over the length of a college course, and how an intervention consisting…