Education is an important factor affecting the great number of outcomes in an individual's life. With the intention of making learning more attractive activity, numerous scientists studied the difference between successful and unsuccessful students. Many studies show that individuals who effectively self-regulate their own learning have multiple benefits, such as higher self-esteem, more successful organization of work, more efficient acquisition of knowledge (even when they have finished their formal education), more adaptive emotion regulation strategies and higher psychological well-being. The aim of this study was to explore the relationship between goal orientations, emotion regulation strategies and several positive orientation constructs that are defined by psychological well-being, the balance of positive and negative experiences, satisfaction with life and student satisfaction. The study included 230 students of the University of Zadar. The results confirmed that those students who show higher mastery-approach, mastery-avoidance, and performance-approach goal orientations show higher student satisfaction, while the students with higher effort-avoidance orientation reported lower student satisfaction. Students with higher mastery-approach and mastery-avoidance goal orientation are more likely to use cognitive reappraisal as emotion regulation strategy, while participants with performance-avoidance and effort-avoidance goal orientation are prone to expressive suppression. Furthermore, it was found that the psychological well-being is positively associated with mastery-approach goal orientation and negatively with effort-avoidance orientation. The obtained results should be taken with caution due to the use of relatively small and unrepresentative sample. Furthermore, there are certain difficulties arising from the characteristics of the measuring instrument because it is not possible to understand the relative proportions of different goal orientations within the same participant, nor is it possible to establish a single, dominant goal orientation for one participant.