Self-regulated learning (SRL) refers to students' ability to take charge of their own learning and consists of behavioral strategies that are associated with better online academic performance. This quasi-experimental study investigated the effect of two interventions (SRL training alone and SRL training paired with a learning diary) on online learning behaviors and performance. Each intervention was separately incorporated into existing undergraduate online psychology courses while data were extracted from the learner management system (LMS) in the form of trace data and grades. In addition, in this study, I explored SRL measurement methods (trace data vs. self-report) to determine how each performed as a measure of online learning behavior over time and as predictors of online course performance. Study participants consisted of 122 undergraduate students taking online psychology courses over fall and spring semesters. Entire online sections were randomly assigned to either the SRL training alone or SRL training and learning diary conditions. SRL training consisted of a 9-part series of YouTube videos focused on SRL strategies followed by self-check quizzes. The learning diary comprised two weekly entries with one occurring at the beginning of the week (part A) and the other at the end of the week (part B). Both interventions were identical except for the inclusion of the learning diary component. The results of the study revealed that the variation in students' SRL self-report measures and select pieces of trace data over time were unrelated to condition. The average discussion grade did not differ based on condition. When comparing the degree of calibration between collected trace data and self-report responses, findings were mixed. The full-scale measure was correlated with total discussion replies and posts read while the goal setting subscale was found to be correlated with all three discussion activity indicators (total threads, replies, and posts read). Finally, select trace measures were found to be better predictors of online course grade than the SRL self-report full-scale measure. With these findings in mind, I discuss the implications for practice and directions for future 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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]