This study investigated quality faculty-student interactions, sense of belonging, self-efficacy for self-regulated learning, perceived responsibility for learning, academic achievement, and academic satisfaction. Participants (n = 898) included undergraduate students who identified as White, Black, and Latinx from a diverse university in the mid-Atlantic region. Path analysis revealed that relationships existed between contextual factors (i.e., quality faculty-student interactions, sense of belonging), self-regulated learning (i.e., perceived responsibility for learning and self-efficacy for self-regulated learning) and its outcomes (i.e., academic achievement and academic satisfaction). Self-efficacy for self-regulated learning and academic satisfaction fully mediated some relationships. Perceived responsibility for learning served as a partial mediator. ANOVA revealed that group differences existed for self-efficacy for self-regulated learning, academic satisfaction, and GPA. Educational implications and future directions will be discussed. [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.]