ABSTRACT: Students consistently report multitasking (e.g., checking social media, texting, watching Netflix) when studying on their own (e.g., Junco & Cotton, Computers & Education, 59[2], 505-514, 2012). Multitasking impairs explicit learning (e.g., Carrier, Rosen, Cheever, & Lim, Developmental Review, 35, 64-78, 2015), but the impact of multitasking on metacognitive monitoring and control is less clear. Metacognition may compete with ongoing cognitive processing for mental resources (e.g., Nelson & Narens, The Psychology of Learning and Motivation, 26, 125-141, 1990) and would be impaired by dividing attention; alternatively, metacognition may require little attention (e.g., Boekaerts & Niemivirta, Handbook of Self-Regulation [pp. 417-450], 2000) and would not be impacted by dividing attention. Ac
