In our investigation we have studied the relationship between the multiple goals and the use of cognitive self-regulation strategies and effort regulation in university students. To do this, we have selected a student sample from different Health Sciences courses. The outcome highlights that the students with a combination of high learning goals and high performance approach goals (multiple goals) used more cognitive self-regulation strategies and effort control than the students with predominant learning goals. However, since the differences obtained do not reach significant levels, we must take them with caution and consider explanatory models which include other variables.