WGU D389 OA EXAM (2026 EDITION) –
LEARNING STRATEGIES IN HIGHER
EDUCATION 200 Questions | Answers &
Rationales
Exam Blueprint:
Metacognition & Self-Regulated Learning (20%) – 40 Qs
Time Management & Organization (20%) – 40 Qs
Active Reading & Note-Taking (20%) – 40 Qs
Critical Thinking & Academic Writing (15%) – 30 Qs
Test Preparation & Test-Taking Strategies (15%) – 30 Qs
Motivation, Mindset & Online Learning Success (10%) – 20 Qs
Time limit (simulated): 2.5 hours (0.75 min/question)
Passing threshold: 70% (140/200)
SECTION 1: METACOGNITION & SELF-REGULATED LEARNING
(Questions 1–40)
1. Metacognition is best defined as:
A) Memorizing facts for an exam
B) Thinking about one's own thinking and learning processes
C) Taking notes during a lecture
D) Completing homework assignments on time
Answer: B
,Rationale: Metacognition involves awareness and control over one's
cognitive processes—planning, monitoring, and evaluating learning.
2. Which of the following is an example of metacognitive monitoring?
A) Highlighting a textbook passage
B) Asking yourself, "Do I understand this concept?" while studying
C) Rewriting notes after class
D) Creating flashcards for vocabulary
Answer: B
Rationale: Metacognitive monitoring is checking your own understanding
during learning, such as self-questioning.
3. A student who realizes they are not understanding a concept and
changes their study approach is demonstrating:
A) Passive learning
B) Metacognitive regulation
C) Rote memorization
D) Procrastination
Answer: B
Rationale: Metacognitive regulation involves adjusting learning strategies
based on monitoring of comprehension.
4. The three phases of self-regulated learning (according to Zimmerman)
are:
A) Planning, performing, and procrastinating
B) Forethought, performance, and self-reflection
C) Reading, writing, and reciting
,D) Memorizing, testing, and forgetting
Answer: B
Rationale: Zimmerman's model includes forethought (planning),
performance control (execution), and self-reflection (evaluation).
5. During the forethought phase of self-regulated learning, a student
should:
A) Take a practice test
B) Set goals and plan study strategies
C) Cram the night before the exam
D) Compare grades with classmates
Answer: B
Rationale: Forethought involves goal setting, task analysis, and strategic
planning before engaging with material.
6. Self-efficacy refers to:
A) The belief in one's ability to succeed in specific situations
B) The actual level of skill a person possesses
C) The amount of time spent studying
D) The difficulty of the learning task
Answer: A
Rationale: Self-efficacy is the confidence in one's capacity to execute
behaviors needed to produce specific performance attainments.
7. A student with high self-efficacy who performs poorly on a quiz is most
likely to:
A) Give up and drop the course
B) Blame the instructor
, C) Study harder and try different strategies next time
D) Ignore the result
Answer: C
Rationale: High self-efficacy students attribute failure to effort
(controllable) and increase effort or change strategies.
8. The difference between novice and expert learners is primarily:
A) Novices memorize less information
B) Experts use metacognitive strategies to monitor and regulate their
learning
C) Experts have higher IQs
D) Novices study fewer hours
Answer: B
Rationale: Experts actively monitor their understanding and adjust
strategies; novices often rely on surface-level strategies like rereading.
9. Which of the following is a metacognitive strategy for improving reading
comprehension?
A) Reading the text as fast as possible
B) Periodically stopping to summarize what you've read
C) Skipping unfamiliar words
D) Reading without taking breaks
Answer: B
Rationale: Summarizing while reading helps monitor comprehension and
identify gaps.
10. The "plan, monitor, evaluate" cycle is an example of:
A) Behavioral conditioning
LEARNING STRATEGIES IN HIGHER
EDUCATION 200 Questions | Answers &
Rationales
Exam Blueprint:
Metacognition & Self-Regulated Learning (20%) – 40 Qs
Time Management & Organization (20%) – 40 Qs
Active Reading & Note-Taking (20%) – 40 Qs
Critical Thinking & Academic Writing (15%) – 30 Qs
Test Preparation & Test-Taking Strategies (15%) – 30 Qs
Motivation, Mindset & Online Learning Success (10%) – 20 Qs
Time limit (simulated): 2.5 hours (0.75 min/question)
Passing threshold: 70% (140/200)
SECTION 1: METACOGNITION & SELF-REGULATED LEARNING
(Questions 1–40)
1. Metacognition is best defined as:
A) Memorizing facts for an exam
B) Thinking about one's own thinking and learning processes
C) Taking notes during a lecture
D) Completing homework assignments on time
Answer: B
,Rationale: Metacognition involves awareness and control over one's
cognitive processes—planning, monitoring, and evaluating learning.
2. Which of the following is an example of metacognitive monitoring?
A) Highlighting a textbook passage
B) Asking yourself, "Do I understand this concept?" while studying
C) Rewriting notes after class
D) Creating flashcards for vocabulary
Answer: B
Rationale: Metacognitive monitoring is checking your own understanding
during learning, such as self-questioning.
3. A student who realizes they are not understanding a concept and
changes their study approach is demonstrating:
A) Passive learning
B) Metacognitive regulation
C) Rote memorization
D) Procrastination
Answer: B
Rationale: Metacognitive regulation involves adjusting learning strategies
based on monitoring of comprehension.
4. The three phases of self-regulated learning (according to Zimmerman)
are:
A) Planning, performing, and procrastinating
B) Forethought, performance, and self-reflection
C) Reading, writing, and reciting
,D) Memorizing, testing, and forgetting
Answer: B
Rationale: Zimmerman's model includes forethought (planning),
performance control (execution), and self-reflection (evaluation).
5. During the forethought phase of self-regulated learning, a student
should:
A) Take a practice test
B) Set goals and plan study strategies
C) Cram the night before the exam
D) Compare grades with classmates
Answer: B
Rationale: Forethought involves goal setting, task analysis, and strategic
planning before engaging with material.
6. Self-efficacy refers to:
A) The belief in one's ability to succeed in specific situations
B) The actual level of skill a person possesses
C) The amount of time spent studying
D) The difficulty of the learning task
Answer: A
Rationale: Self-efficacy is the confidence in one's capacity to execute
behaviors needed to produce specific performance attainments.
7. A student with high self-efficacy who performs poorly on a quiz is most
likely to:
A) Give up and drop the course
B) Blame the instructor
, C) Study harder and try different strategies next time
D) Ignore the result
Answer: C
Rationale: High self-efficacy students attribute failure to effort
(controllable) and increase effort or change strategies.
8. The difference between novice and expert learners is primarily:
A) Novices memorize less information
B) Experts use metacognitive strategies to monitor and regulate their
learning
C) Experts have higher IQs
D) Novices study fewer hours
Answer: B
Rationale: Experts actively monitor their understanding and adjust
strategies; novices often rely on surface-level strategies like rereading.
9. Which of the following is a metacognitive strategy for improving reading
comprehension?
A) Reading the text as fast as possible
B) Periodically stopping to summarize what you've read
C) Skipping unfamiliar words
D) Reading without taking breaks
Answer: B
Rationale: Summarizing while reading helps monitor comprehension and
identify gaps.
10. The "plan, monitor, evaluate" cycle is an example of:
A) Behavioral conditioning
