Self-regulated learning: the interactive influence of metacognitive awareness and goal-setting
D.S. Ridley, P.A. Schutz, R.S. Glanz, and C.E. Weinstein 1992 Journal of Experimental Education v.60 (4), p.293-306.
The interactive influences of goal-setting and metacognitive awareness on the performance of 89 undergraduate education majors were assessed. Individuals grouped according to high or low metacognitive awareness and a goal-setting or control-task condition completed a decision-making task. Results provide initial support for multidimensional interactive self-regulatory models.