The aim of this study was to investigate the effect of metacognitive prompts and generative activities on monitoring accuracy, regulation accuracy, and performance in students. The research method was quasi-experimental pretest-posttest control group design. The statistical population included all the male students of the sixth grade in Tehran. For this purpose, 58 students were assigned into two experimental groups and a control group, randomly. In the pretest, the participants predicted their score in the exam and identified the paragraphs that needed to be restudy, after studying the text. Then, an exam was taken from the text to determine the accuracy of the predictions and performance of the participants. In the post-test, procedure was the same as the pre-test, but different that after studying the text, the first experimental group received meta-cognitive prompts, the second experimental group summarized the text (generative activity), and the control group only studied the text. The results of MANCOVA showed that the scores of monitoring accuracy, regulation accuracy, and performance in the second experimental group (generative activity) were significantly higher than the control group in the post-test (p≤0.05), but there was no significant difference between the experimental groups and between the group receiving metacognitive prompts and the control group in the dependent variables (p>0.05). This finding indicated that providing generative activities appropriate to the specific cues for each type of learning can provide students with an objective feedback on their learning and thereby increase the accuracy of their monitoring, regulation, and performance.