Leveraging Pekrun's (2006) control-value theory and Festinger's (1954) social comparison theory, I explored college students' experiences with academic social comparisons (real or perceived) specifically as they relate to achievement emotions (i.e., anxiety, pride) and self-regulated learning strategies (i.e., time and study environment, effort regulation). This study is a qualitative interview study informed by phenomenological concepts that incorporates: 1) reflective journaling, and 2) semi-structured interviews to provide a robust understanding of the lived experiences of college students as they relate to social comparisons, achievement emotions, and self-regulated learning strategies. Participants were accounting students at a large public institution. The findings reveal that the presence of social comparisons can activate positive and/or negative achievement emotions. Subsequently, these achievement emotions impacted the participants' level of perceived control and the self-regulated learning strategies they chose to implement. Overall findings state that negative emotions triggered by upward or lateral social comparisons impact self-regulated learning and motivation positively, but only when mediated by high perceived control. Furthermore, participants who have high perceived control and/or high value for the task or outcome often responded to social comparisons adaptively while participants with low perceived control responded maladaptively. The study also discusses the cyclical impact of social comparisons, probable coping mechanisms, their impact on study habits, and future implications. [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.]