The purpose of this quantitative study was to identify if there are changes to self-regulated learning (SRL) tenets in undergraduate learners who were seeking a hard science degree and had completed a soft science course as part of their general education degree requirement. Students seeking a traditional college degree are required to take courses outside their discipline to meet general education (GenEd) requirements with the bulk of these courses being taken during the first two years of their academic journey. Although students are aware of the GenEd requirements, they may not understand how course content relates to self or their degree which could result in changes to the learner's SRL applications. This research study sought to determine if there were changes to learner's SRL, and if so, what they were, and the impact that had to learner academic achievement as measured by final course percentage (FCP). To measure this phenomenon, data was electronically collected from 62 participants, using two data collection instruments. The first was a demographic survey which ensured all participants chosen for study participation were undergraduate learners seeking their first bachelor's degree in a hard science field (science, technology, engineering, or math [STEM]), had completed a soft science course such as an introductory sociology or psychology, and to ensure there were roughly equal numbers of male and female participants. The demographic survey also collected participant's data on their self-reported FCP. The second data collection tool was the Motivated Strategies for Learning Questionnaire (MSLQ). It is a collection of survey Likert scales which allow for the measurement of SRL broken down by SRL tenet (for this study, scales utilized were self-efficacy, effort, planning, self-checking, task value, and goal orientation [motivation: intrinsic and extrinsic]). Multiple regression was the data analysis tool. Initially results were used to set a baseline from which an interaction effect could be measured. That baseline established SRL is positively predictive of FCP, SRL tenets have varying strength in predicting FCP, with self-efficacy being the strongest predictor of FCP. These baseline findings are in alignment with previous findings regarding SRL. Once a baseline had been established, then interaction effects between SRL tenets were measured. Findings identified a negative interaction effect between effort and task value. The interaction effect is similar in strength and direction, regardless of which tenet acted as the moderator. This interaction effect was not what had noted in previous research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]