Metacognitive monitoring plays a central role in models focusing on either monitoring strategies (models of self-regulated learning) or monitoring judgments and their accuracy (models of metacognition). Although monitoring strategies and monitoring judgments are both concerned with monitoring one's learning progress, they have been analyzed independently so far. To combine these two research perspectives, we propose an integrated model. Two studies empirically tested the factorial structure of metacognitive monitoring and investigated the influence of metacognitive knowledge and motivational components. The studies focused on global (Study 1, N = 396) and situation-specific (Study 2, N = 225) metacognitive monitoring as well as quantitative and qualitative aspects of metacognitive monitoring (both studies). Metacognitive monitoring was characterized by three separate but correlated factors: quantity of monitoring strategy use, quality of monitoring strategy use, and judgment accuracy. Furthermore, common (metacognitive knowledge, expectancy of success) and specific (attainment value) determinants of metacognitive monitoring were identified.

元认知监控在专注于监控策略（自我调节学习模型）或监控判断及其准确性（元认知模型）的模型中发挥着核心作用。尽管监控策略和监控判断都与监控一个人的学习进度有关，但到目前为止，它们都是独立分析的。为了结合这两个研究视角，我们提出了一个综合模型。两项研究实证检验了元认知监测的因子结构，并调查了元认知知识和动机成分的影响。这些研究侧重于全球（研究 1，N  = 396）和特定情况（研究 2，N = 225）元认知监测以及元认知监测的定量和定性方面（两项研究）。元认知监控的特点是三个独立但相互关联的因素：监控策略使用的数量、监控策略使用的质量和判断的准确性。此外，还确定了元认知监测的共同（元认知知识、成功预期）和特定（获得值）决定因素。