The influence of different motives (achievement goals and memory self-efficacy) and material factors and the interaction between the variables on judgment of learning are explored in this study. The purpose of the study is to cultivate mastery goal orientation and to raise the level of memory self-efficacy of students, through the analysis of the factors that influence judgment of learning, so as to improve their abilities of judgment of learning, to provide theoretical basis for their education. 120 subjects（62 males and 58 females）were tested through RJR paradigm and materials (meaningful and meaningless associated Chinese word –pairs). The results show that: (1) Achievement goal, memory self-efficacy and material factors have prominent influence on judgment of learning. The concrete features are that: The values of judgment of learning with mastery goal orientation is significantly higher than those of performance goal orientation (p<0.001) ; high memory self-efficacy's judgment of learning is significantly higher than those with low memory self-efficacy (p<0.001) ; meaningful word pairs's judgment of learning is significantly higher than those of meaningless words (p<0.001) . The analysis of AMOS structural equation model find that the influence of the elements are different. The elements influence on judgment of learning arranged by the orders from major to minor is material factors, memory self-efficacy, achievement goal. (2) Achievement goal and memory self-efficacy have different interactive influence on judgment of learning. (3) Achievement goal has an indirect influence on judgment of learning through memory self-efficacy. (4) There is a significant correlation between accuracy of judgment of learning and memory performance.