Individual differences in adaptability, buoyancy, and motivation -- each of which are associated with regulatory processes -- are theorised to influence course satisfaction and test anxiety among student populations; however, the unique contribution of each has yet to be examined. The present study recruited 156 undergraduate students who completed an online survey measuring adaptability, buoyancy, and motivation (predictor variables), along with their course satisfaction and test anxiety (outcome variables). The results showed that both motivation and adaptability were significant predictors of course satisfaction but not test anxiety, while academic buoyancy significantly predicted test anxiety but not course satisfaction. The findings may inform educators about the importance of supporting students' self-determined motivation, academic buoyancy, and adaptability, to improve their learning experiences.