This study investigated teachers’ monitoring and regulation of students’ learning from texts. According to the cue-utilization framework (Koriat, in Journal of Experimental Psychology, 126, 349–370, 1997), monitoring accuracy depends on how predictive the information (or cues) that teachers use to make monitoring judgments actually is for students’ performance. Accurate monitoring of students’ comprehension is considered a precondition for adaptive regulation of students’ learning. However, these assumptions have not yet been directly investigated. We therefore examined teachers’ cue-utilization and how it affects their monitoring and regulation accuracy. In a within-subjects design, 21 secondary education teachers made monitoring judgments and regulation decisions for fifteen students under three cue-availability conditions: 1) only student cues (i.e., student’s name), 2) only performance cues (i.e., diagrams students completed about texts they had read), and 3) both student and performance cues (i.e., student’s name and completed diagram). Teachers’ absolute and relative monitoring accuracy was higher when having student cues available in addition to diagram cues. Teachers’ relative regulation accuracy was higher when having only performance cues available instead of only student cues (as indicated by a direct effect). Monitoring accuracy predicted regulation accuracy and in addition to a direct effect, we also found and indirect effect of cue-availability on regulation accuracy (via monitoring accuracy). These results suggest that accurate regulation can be brought about both indirectly by having accurate monitoring judgments and directly by cue-utilization. The findings of this study can help to refine models of teacher monitoring and regulation and can be useful in designing effective interventions to promote teachers’ monitoring and regulation.

本研究调查了教师对学生从课文中学习的监控和调控。根据线索利用框架（Koriat, in Journal of Experimental Psychology, 126, 349–370, 1997），监测准确性取决于教师用来做出监测判断的信息（或线索）实际上对学生表现的预测程度. 对学生理解的准确监测被认为是对学生学习进行适应性调节的先决条件。然而，这些假设尚未得到直接调查。因此，我们检查了教师的提示利用以及它如何影响他们的监控和调节准确性。在学科内设计中，21 名中学教师在三种线索可用性条件下为 15 名学生做出了监督判断和监管决策：1) 只有学生线索（即学生的名字），2）只有表现线索（即学生完成的关于他们阅读的文本的图表），以及 3）学生和表现线索（即学生的姓名和完成的图表）。除了图表提示外，当学生提示可用时，教师的绝对和相对监控准确度更高。当只有表现线索而不是只有学生线索（如直接效应所示）时，教师的相对调节准确度更高。监测精度预测调节精度，除了直接影响外，我们还发现提示可用性对调节精度的间接影响（通过监测精度）。这些结果表明，准确的调节可以通过准确的监测判断间接实现，也可以通过线索利用直接实现。