Three conditions of self-monitoring of private study were compared for their effects on academic performance and intrinsic motivation. In end-of-year examinations, a group who self-monitored subgoals outperformed groups who self-monitored either time or study or distal goals on the target course of the investigation. (Author/LMO)

College students with varying degrees of prior conceptual understanding of a scientific topic were randomly assigned to a program-controlled or a learner-controlled treatment in a sequence of computer-assisted video learning. (Author/LMO)