"Academic self-regulation" refers to the self-generated, reflective, and strategic engagement in academic tasks (Zimmerman, 2000). Self-regulation is crucial for academic success, particularly in higher education, where students are required to take increased responsibility for their learning and where the diversity of courses and activities may require various types of engagement. Indeed, a growing body of literature highlights the importance of self-regulation in the college classroom. This literature emphasizes how self-regulation beliefs, attitudes, and skills can assist students in coping effectively with tasks that range from managing tensions between social and academic goals to engaging effectively in the requirements of academic tasks in different subject domains. This chapter argues that self-regulated learning is not a unitary construct. Rather, students' different purposes of engagement in the task meaningfully distinguish between different types of self-regulation.