The development of information technology and new life circumstances are rapidly changing educational systems, which are becoming more and more complex, and self-regulation of learning (SRL) is becoming a key prerequisite for effective learning. The adoption of SRL components is extremely important for teacher studies students both for their own learning and for teaching future students. Therefore, the use of SRL components, their association with a number of relevant variables, and their contribution to predicting the average academic performance (GPA) and GPA by area, as well as Satisfaction with GPA in the conditions of distance learning (DL) among teacher studies students were examined. Participants use all methods of performing DL, the average time in DL is four hours, and attitudes towards DL are negative on average. All technology is available to them, but most are not educated for DL. During SRL, in DL conditions, adaptive learning strategies are used more than maladaptive ones, and in situations of academic failure, they mostly use the strategy Seeking emotional (E) and instrumental (I) support from friends. They achieve an aboveaverage GPA, the highest in Arts and Engineering subjects, and the lowest in Science. GPA as a criterion is explained with 44% of the variance, and it is higher: a) the participants are in a higher years of study, b) with higher Satisfaction with GPA, c) more time spent in DL, d) with greater use of the Goal Setting strategy, e) lower use of the Management of work, time & environment and Focus on minimum requirements strategies. The GPA of the Science field is explained by 31% of the variance of the criteria, and it is higher with a greater: a) use of the strategy Seeking and support from the teacher, b) Belief that the achievement of goals depends on external factors, c) Belief about the immutability of cognitive abilities, and with a smaller: d) by sending assignments to teachers via Merilin and e-mail and e) by using the Self-handicapping strategy. The GPA of the Technical area was explained by 26% of the variance of the criteria, and it is higher when the participants: a) spend more time in DL, b) more use the strategy Seeking and support from the teacher and c) the strategy Control the course and learning outcomes, and less: d) strategy Focus on minimum requirements. The GPA of the Social field is explained by 25% of the variance of the criterion, and it is higher if the research participants: a) are in a higher year of study, b) have greater Satisfaction with GPA, c) returned to practice (school) earlier, d) use the strategy more Seeking E and I support from friends, e) have a higher Belief in learning control, and use less: f) Defensive pessimism strategy. The GPA of the Art field was explained with 22% of the variance of the criterion, and it is higher: a) with greater use of the Critical Thinking strategy and with less use of the strategies: b) Defensive pessimism and c) Orientation to minimum requirements. The GPA of the Humanities field is explained by 20% of the variance of the criterion, and the higher it is: a) the higher the level of study of the participants, b) the more they use the strategies Seeking E and I support from friends and c) Seeking I support from teachers, and less d) the strategy Memorization. Satisfaction with GPA was explained by 18% of the variance of the criteria, and it is higher the higher: a) GPA and b) use of the strategy Effort Regulation. The research has theoretical and practical implications for fostering SRL in general and in different academic fields under DL conditions.

academic areas, Distance learning (DL), Grade Point Average (GPA), Self-regulation of learning (SRL), Satisfaction with GPA