Studies on self-regulation strategies show that they have an impact on intellectual performance. It seemed appropriate to consider this impact in the Cameroonian academic context, where statistics show a high rate of failure. We are particularly interested in the Graduate students of the Faculties of letters and Human Sciences and legal and political sciences. The goal is to study the strategies they use during the production of text in an examination situation, and especially the consciousness that they use during execution of the task. A sample of 120 subjects have answered a questionnaire, the COMEGAM, a standardized and used tool for self-evaluation 'knowledge Metacognitives and management of mental activity', developed by Richer, Mongeau, Lafortune, Deaudelin, Doudin and Martin (2004). The results obtained following an analysis of the correlations of the different variables on the one hand show that students strongly use self-regulation strategies during the drafting of texts, but that they do not have good conscience about it. They demonstrate on the other hand that the awareness of the use of strategies and self-regulation strategies of planning, in particular, has an impact on intellectual performance.