This study tested the hypothesis that high school students can effectively manage their learning needs in a computer-assisted instructional system when provided on-task advisement of their learning achievement in relation to a given criterion. One hundred and thirty-nine male and female high school students from a 12th grade course in psychology were assigned randomly to one of four treatment conditions. The two independent variables of management strategy (adaptive control and learner control) and advisement (with and without) were tested with a pretest-posttest, two-way factorial design that involved the four treatment groups. Advisement information was provided to the students using the Minnesota Adaptive Instruction System. Data analysis indicated that advisement, using either a program control or learner control management strategy, resulted in better posttest performance, less instructional time, and fewer instructional examples than those same management strategies with no advisement. (Author/MER)