Following the previous results of causal modeling analyses of metacognitive variables in text comprehension (Mitsuda, 1988) this study examined the relations between evaluative/regulative aspects of text comprehension activities and S's ego strength or worriness about trifles. Causal modeling analyses had shown that S's tendency to worry about trifles was an antecedent of accuracy in discriminating his/her own correct recognition responses from incorrect ones. Effects of instructionally induced processing formats upon strength of those causal relations was stressed.