Introduction: The present study examined the effect of action control (i.e., disengagement, initiative, and persistence) and dispositional hope (i.e., pathways thought, and agency thinking) on self-regulated learning strategy use (i.e., cognitive, metacognitive, and resource management) and course achievement. Method: A total of 275 undergraduate students at School of Education participated in the study. Data were collected during a psychology course. The participants were asked to respond to the Action Control Scale (ACS-90) and the Adult Dispositional Hope Scale (ADHS). They also completed the Learning Strategies Scales of the MSLQ. Examination grades were used as the measure of course achievement. Results: The results from path analysis suggest that the two components of dispositional hope influenced the use of almost all the learning strategies. Disengagement and initiative were found to influence mainly time and study environment management and effort regulation. Persistence and pathways thought made an independent contribution to the variance of course achievement, whereas metacognition and time and study environment management mediated the effects of disengagement, initiative and agency thinking. Discussion and Conclusion: In conclusion, the main contribution of the present study is the identification of the impact that trait-like characteristics, such as action control and dispositional hope, might have on university students' self-regulated learning strategy use and course achievement. (Contains 3 tables and 1 footnote.)