This study of metacognition and motivation explored variations over time in the relationships between children's metacognitions about their study activities and various components of motivation for achievement. The study attempted to: (1) identify possible causal relations between metacognitive and motivational variables by looking at their concurrent and predictive relations; and (2) verify the notion that children who report the use of cognitive strategies and self-regulation will exhibit mastery-oriented motivational goal patterns rather than ego-oriented or work-avoidant patterns. Self-report measures assessing study strategy use (rote memory strategy use, cognitive strategy use, and self-regulation), attributional beliefs, and goal orientations were administered to 154 fifth-, sixth-, and seventh-grade parochial school students in the fall and spring of the same academic year. Results confirmed a positive relationship between reported strategy use and task mastery orientation; children who reported strategy use in the fall tended to be task-mastery oriented in the spring; and children who were mastery oriented in the fall reported greater strategy use in the spring. (LL)