General knowledge monitoring as a predictor of in-class exam performance.

Background: Current theories of self-regulated learning predict a positive link between student monitoring accuracy and performance: students who more accurately monitor their knowledge of a particular set of materials are expected to more effectively regulate their subsequent study of those materials, which in turn should lead to higher test performance.

Aims: The present study further explored the link between monitoring accuracy and performance by investigating whether monitoring of one set of materials would predict performance on a different set of materials.

Sample: The participants were college students (N= 379) enrolled in an educational psychology course.