Abstract
The present study focuses on the importance of self-monitoring strategies and difficulties in helping students to utilize them. Ideal ways of teaching in order to resolve those issues are proposed. A series of experiments with high school students revealed the following:(1) only teaching students to change their beliefs about learning is not an effective way to get them to utilize self-monitoring strategies,(2) teaching students knowledge about strategies is effective temporarily, however, after 3 months, the strategies are no longer used, and (3) teaching students a combination of knowledge about strategies and strategies for reasoning was useful for the utilization of self-monitoring strategies. In that case, strategies were still in use 7 months later.
