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Tins document describes expermetutal research conducted with the objective of better understanding adults self-regulatory decision-making (eg study choire) process in reading for comprehension. The primary objective of this study was to mvestigate the extent to wlach individuals self regulatory process may be mifluenced by ease of processing. On an exploratory basis, this study also investigated the extent to which metacognitive self-assessments of leaming and self-efficacy beliefs in reading may potentially interact with ease-of-processing as a predictor of study choice. In the context of reading comprehensaon, ease-of-processing refers to the relative ease or difficulty of processing mmformuation. Melacogitave self assessments of learning in this context refer to personal pudgments of self-percerved learnung (eg judgments of lesamang) m a reathing task. Self efficacy behels im reading reler to personal beliefs about one's own self perceived competence or skill as a reader. This research builds on a pilot study which found evidence to support the possibility that when reading an essay designed to be difficult to read participants pre-existing self-efficacy behefs in reading mury influence participants subsequent study chances. The curreni research soughal to extend these findungs by na¿¿ thoroughly examuuung the role of ease of processing in participants' self regulatory decision making process while engaged in reading for comprehension. On an exploratory basis, judgments of leaming and self ellicacy behels in reading were also examined regarding the extent to which these variables may moderate the relationship, if any, between ease-of- processing and self-regulation choice (ie, study choice) As it happens, neither judgments of learning nor self-efficacy beliefs in reading served as szemficant moderators of this relationship. and ease of processing itself was not a sagamificant precictor of self regulation choice
