Undergraduate educational psychology students were assessed in terms of their active and dynamic dispositions to self-regulate in class participation or coursework. Their levels of self-reported affect related to the course were also assessed. Subjects were 110 students who completed the Beck Anxiety Inventory (A. Beck, 1990) as a measure of course-related affect and the Dynamic and Active Learning Inventory (A. Iran-Nejad and B. Chisson, 1992), a measure of the degree to which students thought they were actively or dynamically self-regulated in their approach to the course. Hypotheses predicted at the beginning of the study are not supported. Both active and dynamic forms of self-regulation were not found to be correlated to students' scores on the Beck Anxiety Inventory. Limitations of the study are suggested as possible reasons for this lack of correlation, either because the instrument was not an appropriate choice for measuring anxiety or because of within-subject factors. An appendix contains information about correlation and seven tables of descriptive statistics. (Contains 7 tables and 12 references.) (SLD)