Self-regulated learning (SRL) actions of 30 Canadian and 30 Chinese university students were studied in a face-to-face problem-based learning environment. Participants were randomly assigned to work in dyads consisting of Chinese, Canadian, or mixed Chinese-Canadian pairs to learn Analysis of Variance collaboratively using a computer coach. Dialog segments were coded in terms of types of SRL actions, and whether an action was individually (IND) or socially (SOC) oriented. Canadian pairs produced significantly higher proportions of IND-SRL actions relative to SOC-SRL actions (higher odds ratios) than Chinese pairs, but the odds ratios for mixed pairs were similar to those for Canadian pairs. This effect of cultural composition of dyads for the Canadian and Chinese pairs was replicated in a comparison of Canadian and Chinese participants within the mixed pairs dyads. These results have implications for a socio-cultural account of SRL. (Contains 2 tables.)