Motivated cognition, metacognition, and self-regulated learning

My research examines how motivational orientations (e.g., being in a promotion- or prevention-focus) and motivationally-relevant beliefs (e.g., holding an entity or incremental theory of intelligence) influence the metacognitive processes (e.g., assessments of how well one understands a text) that people rely on to regulate their own learning (e.g., to decide which text to study next or when to stop studying).