**Metacognitive Regulation Contributes to Digital Text Comprehension in E-Learning** Burin, Debora; Gonzalez, Federico Martin; Barreyro, Juan Pablo; Injoque-Ricle, Irene Instituto de Investigaciones, Facultad de Psicologia, Universidad de Buenos Aires / CONICET This study examined the contribution of self-reported metacognitive regulation of reading to expository digital text comprehension in an e-learning environment. Two hundred and nineteen college students read and answered questions about two low previous knowledge hypertexts, and reported metacognitive activities during the comprehension tasks with a Metacognitive Inventory referred to the tasks just completed. They also completed a questionnaire about their Internet frequency use and experience, and in a lab session, verbal ability and working memory tests. Exploratory and confirmatory factor analyses defined two factors underlying the scale, Global/Monitoring and Problem Solving. Metacognitive activity was not associated with verbal ability or Internet experience. Students with more verbal ability, more Global/Monitor metacognitive skills, and more Internet experience were more likely to correctly answer comprehension questions. Results are in line with previous studies in controlled settings and show self-regulation is central for e-learning comprehension. Burin, D.I., Gonzalez, F., Barreyro, J. & Injoque Ricle, I. (2020). Metacognitive regulation contributes to digital text comprehension in E-learning. Metacognition & Learning. https://doi.org/10.1007/s11409-020-09226-8 Supplemental information in this project: - Sample online session video, showing procedure and digital materials - Data (csv) - Analysis script (R) - Poster presented at the 29th Annual Meeting of the Society for Text & Discoursem NY 2019