Students do not effectively self-regulate their media multitasking, although some evidence suggests that they adjust their reading time. Media multitasking persists despite students' awareness that it divides their attention. The impact on performance of a task is not accurately predicted by students. Multitasking during study may hinder the development of an effective learning strategy. As a result, media multitasking inhibits metacognition and self-regulation, preventing implementation of the appropriate learning strategy and resulting in poor performance.