This paper focuses on the role of self-evaluation during self-regulated learning. After a discussion of the social cognitive theory of self-regulation, self-efficacy, and achievement goals, two studies of fourth graders who were learning fraction skills and one ongoing research project with college students enrolled in their first computer class are described. The ongoing research with the college students, elementary education majors, represents a follow-up to the prior research in elementary students' learning of mathematics skills in that it also looks at goals and self-evaluation in the context of self-regulatory learning. Findings reveal that: (1) learning goals are important for self-regulation; (2) self-evaluation is important when it is frequent or conveys information that students may not acquire on their own; and (3) the combination of learning goals and self-evaluation is powerful when self-evaluation is linked directly to the goals and when other factors may preclude self-evaluation. Further research directions in this area are suggested as well as implications for teaching and learning. (Contains 20 references.) (ND)