This study investigated whether an intervention measurably contributed to the self-regulatory processes underlying undergraduate students' learning. The Rasch model was first applied to Dynamic and Active Learning Inventory Revised (DALI-R; Iran-Nejad & Chissom, 1992) data to examine the validity of inferences made from this instrument and to estimate interval person measures for the answering of substantive research questions. Psychometric analyses provided mixed evidence for the validity of DALI-R inferences. Practically meaningful growth in both active and dynamic self-regulation was observed throughout the course of the intervention. However, attempts to explain growth by motivational factors and indicators of intervention exposure were largely unsuccessful. Furthermore, differential effects by race/ethnicity and gender were not observed. Limitations and recommendations for future research are discussed. Two appendices are included: (1) Dynamic and Active Learning Inventory Revised (DALI-R; Iran-Nejad & Chissom, 1992) active self-regulated items submitted to Rasch analysis; and (2) Dynamic and Active Learning Inventory Revised (DALI-R; Iran-Nejad & Chissom, 1992) dynamic self-regulated items submitted to Rasch analysis. (Contains 12 tables and 12 figures.)