A study examined self-reported studying and quiz performance in a college course. Subjects, 22 female and 5 male students in an educational psychology class, were quizzed on 4 supplementary reading assignments across the semester. Quizzes were scored for three types of learning: definitions, recall of factual information, and transfer of information to educational situations. Immediately following each quiz, students were surveyed about their preparation for the quiz. Surveys were scored for the amount of studying, the level of reproductive or memory-oriented studying, and the level of productive or generative studying. Except for this survey, classroom procedures were kept as normal as possible. A replication study during a different semester and using four different reading assignments was also conducted. Results of both experiments indicated moderate correlations between self-reported studying and quiz performance. Survey results are generally inconsistent with models of self-regulation, as students were relatively stable in their studying despite relatively poor quiz performance. Findings suggest that situational variables, such as being too tired to study or having a test in another class, play a larger role than is accounted for in current models of academic studying. (Contains four tables of data and nine references.) (Author/CR)