The importance of making valid subjective judgments is underscored by the fact that people act on their subjective experiences. A student, for example, decides when to terminate studying for an exam based on their assessment that the material has been mastered. The degree to which such self-regulated learning is beneficial, however, depends on the accuracy of those subjective assessments that preceded them. This relationship between monitoring one’s cognitive processes and using such information to self-regulate learning has been of central interest in my research program concerned with metacognition. Accordingly, our work focuses on those factors that hinder or enhance the accuracy of subjective judgments of the efficacy of learning and influence control over learning.