Why some students are more motivated to learn or learn more effectively and efficiently than others? The answers to these questions lies in the fact that by integrating and organizing their cognitive, connative and their personality. Lindner and Harris (1992) suggested that the self-regulated learner is "organized, autonomous, self-motivated, self-monitoring, self-instructing, in short, behaves in ways designed to maximize the efficiency and productivity of the learning process”. Their description delineates some of the primary dimensions which interest school counsellors and educators today, i.e. metacognition, learning strategies, and personality variables.