Background: University students need to self-regulate but are sometimes incapable of doing so. Learning Analytics Dashboards (LADs) can support students' appraisal of study behaviour, from which goals can be set and performed. However, it is unclear how goal-setting and self-motivation within self-regulated learning elicits behaviour when using an LAD. Objectives: This study's purpose is exploring reference frames' influence on goal setting, LAD elements' influence on student motivation, and the predictive value of goal setting and motivation on behaviour, adding to our understanding of the factors predicting task attainment and the role of reference frames. Methods: In an experimental survey design, university students (n = 88) used an LAD with a peer reference frame (Condition 1) or without one (Condition 2), set a goal, determined goal difficulty, self-assessed motivation and LAD elements' influence on motivation. Researchers coded goal specificity. Four weeks later, students self-assessed task attainment, task satisfaction, time on task, and task frequency. T-tests and MANOVA explored effects of the reference frame. Regression analyses determined predictive potential of goal difficulty, goal specificity, and motivation on goal attainment. Results and Conclusions: Results showed no difference between conditions on goal specificity, difficulty, or motivation. The peer reference frame's perceived influence on motivation was small. LAD elements' influence on motivation varied but were mainly positive. Regression models were not predictive, except the task satisfaction exploratory model. Most participants (77%) attained their goals. Reference frame integration should be carefully considered, given potential negative effects. Students may require educators' support when setting goals, but the support should balance students' autonomy.