This dissertation examined the relationship between Asian international doctoral students' self-regulation on academic and social integration and explored how acculturation tendencies function as a mediator between self-regulated learning and academic and social integration. Previous research has indicated that self-regulated learning has a great influence on students' learning. Little research, however, has been undertaken directly regarding international students or doctoral students. Despite the fact that the number of international students has increased annually, there has been little research focused on how acculturation tendencies can influence the learning process, especially for Asian students. The framework of this study integrated self-regulated learning theory, acculturation, and academic and social integration perspectives to explore the relationships among Asian international doctoral students' learning experiences. It was proposed that students' self-regulated learning relates to their academic and social integration and that acculturation mediates between self-regulated learning and academic and social integration. This dissertation adopted a sequential explanatory mixed methodology, using an online survey to collect quantitative data in the first phase with follow-up interviews to collect qualitative data at the second phase. The researcher-developed survey, the Asian Doctoral Students' Self-Regulated Learning Survey, was created to gauge the participants' self-regulation, acculturation tendencies, and academic and social integration within their doctoral programs. A pilot study was conducted. There were 435 doctoral students who participated in the first formal survey phase followed by 12 interviewees with different acculturation tendencies in the second phase. After the data were collected, mediation tests and multiple regressions were used to examine the relationships between self-regulated learning, acculturation, and academic and social integration. A cross-case analysis was also employed to compare commonalities and differences in learning difficulties and strategies among acculturation tendencies in order to mobilize case knowledge for broader educational applications. Findings from this study showed that Asian international doctoral students' self-regulated learning related to their academic and social integration, but acculturation tendencies served as a mediator between self-regulated learning and academic and social integration. Students with different acculturation tendencies provided valuable accounts of their challenges and strategies during their time in the United States. Findings from this research help clarify today's Asian doctoral students' learning experiences in the United States. This is an important contribution to the existing literature about self-regulated learning, acculturation, and doctoral students' academic and social integration. Educators, policy makers, international centers, and higher education personnel can better understand the international student population and develop effective programs and policies to maximize international students' impact and improve their integration in their doctoral programs and institutions. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]