According to the metacognitive approach, an efficient study method requires an active part being taken by the student, who is asked to reflect on: a) his study habits; b) the strategies he uses; c) how he plans,  monitors and self-evaluates the whole activity. Academic experience involves autonomous management of the whole process and self-regulated study activity (i.e. assuming a total leadership from a strategic, metacognitive and motivational point of view). In study activity, motivational schemes, achievement goals and use of strategies are strictly interrelated. Disadaptive motivational schemes (Dweck, 1986) are associated with performance goals -meaning both approaching good performances and avoiding failures- (Elliot & McGregor, 2001) and with failure in selection of appropriate strategies. Adaptive motivational schemes are associated with mastery goals -meaning both approaching mastery and avoiding showing incompetence- (Elliot & McGregor, 2001) and with appropriate flexible strategic approach.

We investigated changes in study approach while students attended their academic iter, looking for any differences in the choice of achievement goals and study strategies between first and fourth year students. We therefore hypothesised the existence of a relation between achievement goals and self-regulation abilities.

We asked students to anonymously answer two open questions on their study method (taken from Albanese and Fiorilli, 2001) and fill in two self-evaluation questionnaires: Questionario sull’Approccio allo Studio (De Beni, Moè & Cornoldi, 2003) and Achievement Goals Questionnaire (Elliot & McGregor, 2001), Italian translation.

Results show differences in the use of each achievement goal within a subject but no differences are found between less and more experienced students. Moreover, more experienced students use a more efficient use of strategies. Mastery goals but not performance goals are correlated with a strategic approach.