This Study aimed at investigating the effect of information quantity on developing metamemory among a sample of university students, and whether that effect differs according to group, or GPA, or the interaction between them. The sample of the study included (90) students at Al-Hussein Bin Talal University during the year (2007/2008) who were enrolled in the principles of psychology course, assigned randomly into a control group (30 students), a first experimental group (30 students) who were provided with little information, and a second experimental group (30 students) who were provided with a great deal of information. Pre and post tests of metamemory scale were administrated. The results of the study revealed that the information quantity had a significant effect on students' performance on the total score and the three subscales (satisfaction with memory, ability, and strategy) of the metamemory scale due to the group, but there was no significant effect of information quantity due to GPA, or the interaction between group and GPA except the ability subscale. The results were discussed in light of previous studies, and a number of recommendations were suggested.(Key Words: Metamemory, Information Quantity, University Students).

This Study aimed at investigating the effect of information quantity on developing metamemory among a sample of university students, and whether that effect differs according to group, or GPA, or the interaction between them. The sample of the study included (90) students at Al-Hussein Bin Talal University during the year (2007/2008) who were enrolled in the principles of psychology course, assigned randomly into a control group (30 students), a first experimental group (30 students) who were provided with little information, and a second experimental group (30 students) who were provided with a great deal of information. Pre and post tests of metamemory scale were administrated. The results of the study revealed that the information quantity had a significant effect on students' performance on the total score and the three subscales (satisfaction with memory, ability, and strategy) of the metamemory scale due to the group, but there was no significant effect of information quantity due to GPA, or the interaction between group and GPA except the ability subscale. The results were discussed in light of previous studies, and a number of recommendations were suggested.(Key Words: Metamemory, Information Quantity, University Students).