Self-Regulated Learning: The Interactive Influence of Metacognitive Awareness and Goal-Setting

Abstract To date, there have been few empirical studies that have examined multidimensional interactive models of self-regulated learning. This study tested the interactive influence of two self-regulatory processes—goal-setting and metacognitive awareness—on students' performance. Individuals (N = 89) were placed into one of four experimental groups based on their level of metacognitive awareness (high or low) and their participation in either a goal-setting intervention or a filler activity. All individuals then completed a novel decision-making task. As hypothesized, the interaction of being asked to set clearly defined goals and a tendency to develop a high degree of metacognitive awareness best facilitated individuals' performance on a decision-making task. Results provide initial support for multidimensional interactive self-regulatory models.