Abstract
We explored forms of cognitive engagement at 2 levels ― component cognitive processes and sets of these components, labeled acquisition and transformation ― that L. Corno and E. B. Mandinach (1983) described in their model of self-regulated learning (SRL). We collected data on students' cognition using 3 different measures of SRL processes ― a global self-report scale, a self-report scale administered immediately after each of 6 academic tasks, and traces of cognition obtained while working on tasks. Also, we examined correlations between these measures of SRL and aptitude variables. Multitrait-multimethod analyses revealed that measures of SRL are not coherent
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