Research on metacognition investigates how people understand and regulate their own cognitive processes. This symposium addresses how metacognitive monitoring judgments are formed and how they influence effective learning. The first two talks focus on the underlying basis and accuracy of metacognitive judgments: Schulz, Bröder, and Undorf show that people integrate multiple cues when making metacognitive control decisions. Leipold and Berthold find that Judgments of Remembering and Knowing (JORKs) differ from traditional Judgments of Learning (JOLs) in memory processes, although the previously reported accuracy advantage of JORKs was not replicated. In the third talk, Schaper and Ingendahl present evidence on how metacognitive judgments shape item and source memory. The last two talks provide insights into more applied aspects of metacognition: Zawadzka and Hanczakowski show how feedback motivates learners to solve general knowledge facts themselves. Finally, Undorf, Ingendahl, Janson, Wissel, and Münzer demonstrate that JOLs predict learning behavior and success in a higher education learning setting. Together, the talks provide new insights into the mechanisms and consequences of metacognitive monitoring for learning and memory.