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To investigate self-regulated learning, we analyzed self-monitoring protocols from 157 university students. The results indicate that students preferred to use rehearsal strategies to prepare for exams, although comprehension-oriented strategies enhanced learning outcomes. We were able to use the data obtained from the selfmonitoring protocols to represent learning progressions and to investigate relationships between variables such as learning strategies, stress and learning outcomes. In a second experimental study of 23 students, self-monitoring protocols were used to improve self-monitoring in terms of procrastination. A daily journal was used to show the participants the extent and effects of their procrastination, which then helped to improve both learning goals and outcomes. The conclusion is that selfmonitoring protocols are useful for diagnosing and improving self-regulated learning.