Attempts to address academic achievement deficits have resulted in decades of dedicated research, which document the significant implications that self-regulation has for learning and academic achievement. It is therefore a consequence of previous enquiries, that the present study attempts to advance this emerging area of scholarship. The purpose of this research is twofold. It seeks to examine the way academic learning may be linked to the social environment, by taking into account the role of culture in self-regulated academic learning. The Australian and Singaporean contexts are examined explicitly on this account. In addition, some of the main components of self-regulation and the interaction of these important variables in the learning context are analysed. More specifically, this study seeks to investigate the role of motivational variables, goal orientations, and beliefs about learning in influencing tertiary students' cognitive engagement, learning strategies and academic performance. For the purposes mentioned, a self-report questionnaire will be administered to all participants who will be obtained from three groups: (1) Australian students, (2) Singaporean students and (3) Singaporean students studying in Australia (overseas students). Results of this study are forthcoming and will be presented at the conference.