To help students improve their self-monitoring and self-regulation skills, teachers should have an accurate idea of how well students can monitor and regulate their learning. We investigated how accurately primary school teachers can judge their students’ monitoring and regulation accuracy and whether and how student characteristics are related to (the accuracy of) teacher judgments of student monitoring and regulation. Thirty-three teachers, teaching 9––10-year-old students, participated with their classes (N = 495 students). Students completed a multiplication and division task and made monitoring and regulation judgments before and after self-scoring their work. We measured (the accuracy of) teachers’ judgments of their students’ monitoring skills before self-scoring, and of their students’ regulation skills before and after self-scoring. Additionally, we measured teachers’ perceptions of student characteristics (e.g., conscientiousness, general mathematics ability, amount of teacher- student contact). Results showed that the teachers correctly estimated that, in general, their students made quite accurate monitoring and regulation judgments. However, they had difficulties with identifying those students who made substantially inaccurate monitoring and regulation judgments (for whom it is particularly important that the teachers can intervene). When taken together, teachers’ perceptions of student characteristics explained substantial variance in (the accuracy of) teacher judgments of students’ monitoring and regulation skills. Moreover, teacher judgments of students’ monitoring accuracy were more accurate when students were perceived to have learning problems or to be relatively more skilled in mathematics. These findings and measures can ultimately contribute to the design of interventions to help teachers judge and develop their students’ self-regulated learning skills.

为了帮助学生提高自我监控和自我调节技能，教师应该准确了解学生监控和调节学习的能力。我们调查了小学教师如何准确地判断学生的监控和调节的准确性，以及学生特征是否以及如何与教师对学生监控和调节的判断（的准确性）相关。教授 9-10 岁学生的 33 名教师参与了他们的课程（N = 495 名学生）。学生完成乘法和除法任务，并在自我评分前后进行监控和调节判断。我们测量了教师对自我评分前学生监控技能以及自我评分前后学生调节技能的判断（准确性）。此外，我们还测量了教师对学生特征的看法（例如，责任心、一般数学能力、师生接触量）。结果表明，教师的估计是正确的，学生总体上做出了相当准确的监控和调节判断。然而，他们很难识别那些做出了严重不准确的监控和调节判断的学生（对于他们来说，教师的干预尤为重要）。综合来看，教师对学生特征的看法解释了教师对学生监控和调节技能的判断（准确性）的巨大差异。此外，当学生被认为有学习问题或数学能力相对较高时，教师对学生监控准确性的判断会更加准确。这些发现和措施最终有助于设计干预措施，帮助教师判断和培养学生的自我调节学习技能。