Self-regulated learning is usually viewed as the fusion of skill and will, referring to the students' development of different learning strategies in service of their goals. This definition is expanded in a study of self-schemas as a means of representing multiple goals for learning. Measures of self-schemas were used with 151 seventh graders (86 females and 65 males) to explore how individuals may regulate their achievement behaviors as a function of cognitive self-representations. This study also examined how two motivational strategies, self-handicapping and defensive pessimism, influenced cognitive engagement and effort in a learning task. Results indicate that self-schemas can be viewed as organizations of multiple goals (measuring incorporated intrinsic, extrinsic, and social concerns), and that students' motivational strategies are indeed related to cognitive engagement. This study points to self-schemas, motivational strategies, and cognitive strategies as important factors in truly self-regulated learning. (SLD)