Self-regulated processes and knowledge acquisition - A comparison between dyads and individual learners

In the present study the interrelations between selfregulative cognitions a nd knowledge-seeking from texts were investigated. The analysis were realiz ed both by individual learners and by dyads. 99 students (42 dyads and 15 i ndividuals; 21 to 33 years old) were asked to read a social science text an d to construct a mind map. To support them in understanding the text the st udents were given a script. Opposing to our assumptions dyads don't differ from individual learners in actualizing metacognitive knowledge and in elab orating the text. Differences exist in the planning of activities and in co mprehension monitoring. As expected metacognitions and goal-related acting are associated with structural knowledge.