This study integrated three major areas in understanding children's and young adults' metamemory components, self-efficacy, implicit theories, and performance-predictions. These areas were examined in relation to a picture recall task which was performed children at three age levels. Further, empirically-based "start value" information regarding peers' performance was manipulated. Subjects were 45 5th-graders, 40 9th-graders, and 49 undergraduate college students. A few general conclusions were reached. First, those with stronger memory self-efficacy made higher predictions with greater confidence regarding initial memory task performance. However, self-efficacy was largely unrelated to memory task performance. Second, providing "start value" information affected initial predictions for performance on a memory task. However, subsequent predictions were more strongly related to performance on the previous trial than to the "start values" provided. Third, age was related to memory self-efficacy; younger children tended to have a stronger sense of self-efficacy than older students. Finally, a vast majority of those sampled believed that their memory abilities could change. In conclusion, a few suggestions for future research may be offered. However, questions remain regarding how knowledge utilization about performance occurs. Reasons for the lack of a relation between self-efficacy and performance should be investigated. Finally, researchers should attempt to understand children's implicit memory theories better. (Author/ABL)