The present study aimed to identify the relative contribution of both psychological serenity and self-regulated learning strategies in predicting academic engagement among universities. The sample consisted of 522 university students (274 males and 248 females). Data were collected by a psychological serenity scale, self-regulated learning strategies scale and academic engagement questionnaire which applied to the sample. The results of the study included a statistically significant difference between the means of the males’ and females’ scores in psychological serenity, self-regulated learning strategies, and academic engagement, the differences were in favor of females. The stepwise regression results revealed the possibility of predicting academic engagement through discipline and acceptance as a dimension of psychological serenity and self-regulated learning strategies, which are accounted for an (80.6% and 41.9%) variance in academic engagement respectively.