Abstract
The effect of prior knowledge and strategy training on monitoring accuracy among college students was investigated. The authors compared the debilitative, no-impact, and facultative hypotheses. The authors predicted that prior knowledge and strategy training would facilitate monitoring accuracy because both variables help students assess their performance. Experiment 1 revealed that mathematics knowledge was related positively to performance and monitoring accuracy. In Experiment 2, the trainable and no-trainable hypotheses were tested; the authors found that strategy training increased performance and monitoring accuracy immediately, but not after a 1-week delay. Measures of general ability and mathematics self-efficacy were not related to monitoring accuracy in either experiment.