Teachers' Perceptions of Their Students' Metacognition, Attributions, and Self‐concept

S ummary . The goal of the present study was to determine both the accuracy and predictors of teachers' metacognitive and motivational evaluations of their students. Teachers' perceptions of students' (N=48) self‐concept, general ability, metacognition, and attributions were examined in relation to students' responses to self‐concept, metacognition and attribution questionnaires. The findings indicated that teachers are aware of individual differences in metacognitive knowledge. However, teachers seem to maintain a holistic perspective of achievement: high achievers in contrast to low achievers are ranked as having better metacognition, higher self‐concept, and stronger effort and ability attributions about success above and beyond actual group differences. The results are discussed in terms of their implications for teacher‐student interactions and resulting impact on teaching practices and student achievement.