One's beliefs about learning, accurate or not, direct what one does to learn (Barzilai and Zohar 2016; Muis 2007). Humans are also prone to trust and repeat what is familiar and comfortable, whether it is the most effective and efficient or not. In a learning context, mental models of learning are durable, built up over years of prior experience, and are resistant to change (Ozubko and Fugelsang 2010). In this study we implemented metacognitive instruction within a first-year engineering course at a small engineering program within a large public university and sought to understand if and how students' conceptions of learning change with metacognitive instruction. We further sought to understand if and how metacognitive instruction affects the alignment of students' self-monitoring behaviors and their conceptions of learning.
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