ABSTRACT  
The primary purpose of this study was to examine whether college students 
develop more accurate self-awareness of their use of learning skills over 
the course of a semester-long learning-to-learn class. We also investigated 
how the accuracy of students’ self-awareness was related to achievement goal 
orientation and academic performance. Results showed that self-awareness 
became more accurate over the semester and the accuracy of self-awareness 
was negatively associated with performance-avoidance goals and positively 
associated with academic performance at the end of the semester.

		Academic Exchange Quarterly  Summer 2010: Volume 14, Issue 2  
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