In a preregistered reanalysis of two longitudinal studies (N = 200, N = 294), we examined students’ self-regulation during exam preparation. Assessments included a baseline, twice-weekly measures over two weeks, a fourth-week questionnaire, and (in Study 2) a follow-up on exam grades. We replicated that larger repertoires of self-regulatory strategies across measurement occasions and using more strategies per occasion (polyregulation) were beneficially associated with several self-reported outcomes, such as study duration and perceived study progress. Many individual strategies showed beneficial associations with these outcomes, though some appeared detrimental. Associations with the objective longer-term outcome (exam grades) were scarce, possibly reflecting that many factors beyond self-regulation shape academic performance. We further examined potential variables associated with strategy use, focusing on reflective (perceived effectiveness) and automatic (habitual) strategy use. Perceived effectiveness was consistently associated with beneficial momentary outcomes, and predicted strategy use. Furthermore, automaticity and effectiveness ratings were often positively associated, and robustness checks confirmed that both contributed meaningfully to self-reported successful studying. Most importantly, higher levels of automaticity were not only associated with beneficial momentary outcomes, but also significantly associated with exam grades, underscoring the central role of habits in self-regulation.
