In student-regulated instruction, guiding one's study effectively and efficiently is crucial for successful learning. Yet, significant variability exists in how effectively learners regulate their own study. Here, we explored whether and how beliefs about the nature of intelligence affect learners' metacognitive control and ultimately the efficacy…

The hypothesis that performance on implicit learning tasks is unrelated to psychometric intelligence was examined in a sample of 605 German pupils. Performance in artificial grammar learning, process control, and serial learning did not correlate with various measures of intelligence when participants were given standard implicit instructions.…