This study employs qualitative research methods to explore and synthesize the specific measures and experiences undertaken by Chinese undergraduate students in the use and implementation of self-regulated learning (SRL) strategies. The primary focus of the research includes examining how these students select and implement SRL strategies to achieve desired learning outcomes, their experiences and perceptions during the learning process, and the positive and negative factors influencing their SRL efforts. The study aims to identify the specific impacts of these factors on students' SRL practices and analyze which aspects exert the greatest influence. This analysis will assist students in accurately identifying and addressing the difficulties and challenges encountered in the SRL process.