This study aimed to determine the effects of university students' gender, weekly study hours, academic motivation, metacognition, and self-regulated learning levels on their overall academic achievement and to examine whether academic motivation, metacognition and self-regulated learning total scores predicted their GPAs. This study utilized a survey and prediction research design to analyze the research questions posed. The participants of the study consisted of 86 undergraduate students attending various programs of a university in Western Canada. The research data were collected using the "Metacognitive Awareness Inventory (MAI)" developed by Schraw and Dennison (1994), the "Survey of Academic Self-Regulation (SASR)" developed by Andrade and Dugan (2011), the "Academic Motivation Scale (AMS-C 28) College Version" developed by Vallerand, Pelletier, Blais, Brière, Senécal and Vallières (1992), and the "demographic form". A significant relationship between the university students' self-regulated learning, metacognition and academic motivation scores, and their grade point averages (GPAs) was found. It was also determined that the total scores related to the university students' self-regulated learning, metacognition and academic motivation significantly predicted their GPAs, and that the gender and weekly study hours of the university students did not have a significant effect on their self-regulated learning, metacognition, academic motivation and academic GPA.