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The paper highlights possible causes and consequenc es of the illusion of knowing in metacognitive monitoring of the learning activity of university students through the effects of different types of informati on proposed, and also of personal, cognitive, metacognitive, and individual psychologi cal characteristics of university students ( n = 262; M = 19,5; SD = 1,87). According to the results, the illusion of  knowing occurring mostly in prospective judgements of learning can be caused by the type of information (it was higher in the state ments), task type (it appeared in multiple-choice questions), text length (its levels were higher in larger texts) and style (overconfidence occurred while learning the texts o f the belletristic style). Female students tended towards slight overconfidence and t he illusion of knowing was more typical for younger students with lower levels of a cademic achievements. Possible consequences of the phenomenon, ways of its annihil ation, and further avenues for research are also described.

Ілюзія знання в метакогнітивному моніторингу: огляд можливих причин та наслідків