The autonomy and flexibility that online learning contents provide students in a traditional face-to-face course require them to pick up newer strategies for regulating their learning process. This study focuses on identifying how students' self-reported traits of self-regulated learning may relate to the task value of the learning contents of an introductory programming course. This study explores the distribution of self-regulated learning and task value components reported by students. A moderately positive correlation is seen between the task value and perceived self-regulated learning traits of students. The findings of this study demonstrate how some of the online learning components and facilitation methods that students value the most could be incorporated into a traditional face-to-face course to promote self-regulated learning skills.