Purpose: This study aimed to demonstrate correlations among self-regulated learning, attention control and Yangseng, to clarify any differences depending on general characteristics and ultimately to understand factors affecting self-regulated learning of undergraduates. Methods: Data were collected for a month from April 1st, 2011. A total of 438 undergraduate nursing students of two universities in Chungbuk and Chungnam were surveyed by using a questionnaire about self-regulated learning, attention control and Yangseng. Results: Self-regulated learning of the subjects showed statistically significant correlations with their attention control (r=.302, p=.001) and Yangseng (r=.292, p=.001). In addition, self-regulated learning could be explained by attention control (${eta}$=3.648, p=.001), Yangseng (${eta}$=3.645, p=.001), perceived academic achievement levels (${eta}$=.124, p=.018), or eating breakfast (${eta}$=.102, p=.027). In the model, the variables explained self-regulated learning by 19.0%. Conclusion: Nursing instructors should encourage undergraduate nursing students to enhance their attention control so that they can improve their self-regulated learning abilities, which will eventually develop their problem solving skills. In addition, it was shown that self-regulated learning correlates with yangseng including eating a regular breakfast. Maintaining a desirable lifestyle is also essential for students to succeed in self-regulated learning.