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 performance appears to largely overlap with their ability to perform that task. This study examined the trajectories in the accuracy of students’ metacognitive monitoring over the course of a semester, along with the effect of monitoring accuracy feedback. The results indicate that some students improve the accuracy of their predictions over the course of a semester. However, low-performing students are less accurate at predicting their exam grades, and tend not to improve their metacognitive calibration over the course of a semester. In addition, providing low-performing students with calibration feedback may lead to greater overconfidence.

入门科学，技术，工程和数学（STEM）课程的学生学习通常是自我调节的。为了使自律式学习有效，学生需要进行准确的元认知监控，以做出适当的元认知控制决策。但是，个人监视其任务绩效的准确性似乎与他们执行该任务的能力有很大的重叠。这项研究考察了一个学期中学生元认知监控准确性的轨迹，以及监控准确性反馈的效果。结果表明，一些学生在一个学期中提高了他们的预测的准确性。但是，成绩欠佳的学生无法准确预测自己的考试成绩，并且在一个学期中往往不会提高他们的元认知能力。此外，向表现不佳的学生提供校准反馈可能会导致过度自信。