The role of affect in self-regulated learning was explored, focusing on the effects of two motivational strategies, defensive pessimism and self-handicapping, on the motivational outlook of college students (n=126), use of learning strategies, and performance. It was found that these strategies, which are used to regulate the affective outcomes related to evaluation, did indeed influence motivation, use of learning strategies, and performance. Students who differed in levels of motivational strategies differed in levels of motivation and in cognitive, metacognitive, and resource management strategies. Results suggest that affect is an important aspect of self-regulated learning and that models of self-regulation need to take affective concerns into account in order to address the complex and multifaceted nature of self-regulated learning. Four tables present study findings. (Contains 31 references.) (SLD)