While self-regulated learning (SRL) suggests that students with greater metacognitive control achieve higher academic success, the relationship between grade point average (GPA) and self-regulation may be more complex than previously assumed. This study examined the relationship among motivation (intrinsic and extrinsic), metacognition, study habits, and academic success in 335 undergraduate students enrolled in introductory courses. Results revealed a positive correlation between both intrinsic motivation and internalized forms of extrinsic motivation (identified and introjected), and metacognitive awareness and deep learning strategies. However, GPA demonstrated a different pattern of relationships as it was positively correlated with strategic study skills (organization, time management, understanding expectations) and metacognitive knowledge, but showed no relationship with deep learning strategies (seeking meaning and making connections) or intrinsic motivation. This could suggest that higher grades in introductory courses may reflect strategic academic skills and metacognitive knowledge rather than intrinsic motivation or deep conceptual processing. Further, this might raise the question about whether current grading practices, at least at the freshman level, adequately capture and reward the deeper cognitive engagement central to meaningful learning.
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