Abstract
Metacognitive monitoring is a complex psychological construct materialized in the metacognitive judgments that a subject may perform before or after covering a cognitive task. The accuracy, biases and variability of the judgments on the correctness of answers reflects the quality of the metacognitive monitoring. This study highlights the relation between the accuracy of metacognitive monitoring at the local and global level, as well as the academic performance of students who attend the pedagogical study programme. The results highlight the relevance of an explicit and sustained metacognitive training of students.
Key words: accuracy bias, confidence judgments, monitoring accuracy