Relationship between monitoring judgments and self-report measures of metacognition in educational research

• No correlation found between online and offline metacognition measures. • Monitoring judgments did not correlate with Metacomprehension inventory subscales. • Monitoring judgments showed moderate to strong correlation with test performance. • Self-report measures showed no correlation with task performance. • Study confirms previous findings on the relationship between metacognitive measures. Metacognition plays a crucial role in effective learning, but its measurement and assessment present various challenges. The goal of this study was to investigate the relationship between online and offline measures of metacognition, and their relationship to actual performance on a reading comprehension task. Our sample consisted of 177 university students, and we used an observational study design. Results showed no significant correlation between online (measured by monitoring judgments) and offline (self-reports) measures of metacognition, even when offline measure was represented by a domain-specific Metacomprehension Inventory and its subscales were separately correlated with monitoring judgments. Notably, online measures were strongly related to actual task performance (JOLs, r =0.48; CJs, r = 0.75), while no significant relationship was found between offline measures and performance. This study highlights the importance of using appropriate measures when assessing learners’ metacognitive skills.