Instructional implications included: (1) When using expert-generated concept maps, learners should be encouraged to actively interact with the given map; (2) When using partially-learner generated concept maps, learners should be guided not to focus only on the fill-in-the-blank activity; (3) When using fully learner-generated concept maps, consider details of procedures as a secondary component; (4) When evaluating fully learner-generated concept maps, use the quality of cross-link as an indicator of high self-regulators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission.