The influence of intelligence, self-concept, and causal attributions on metamemory and the metamemory-memory behavior relationship in grade-school children was studied. Following the assessment of intelligence, self-concept, and causal attributions, 105 children each from grades 3, 5, and 7 were given a metamemory interview and a sort-recall task. Metamemory, strategy, and recall scores increased with age. The correlation between general metamemory, strategy use, and memory performance with intelligence, self-concept, and causal attributions partialled out was significant, irrespective of age. Additional analyses using a causal modeling approach (LISREL) showed that intelligence and (to a lesser degree) self-concept and attributional style had an impact on metamemory in all age groups, but that metamemory did have a significant direct effect on memory behavior and/or memory performance. The study therefore provides support for the assumption that metamemory remains an important predictor of memory behavior and performance even after the influence of conceptually related constructs have been taken into account. (Author)