This contribution is based on the framework of Learning Analytics (Siemens, 2012) and presents a case study on self-regulated learning of students participating in an academic network created by the research group “Stellae” (http://stellae.usc.es) at the University of Santiago de Compostela (USC). The research was divided in two stages. The first phase explored the relationship and interaction between students in the network using social network analysis (SNA). In the second phase, a qualitative analysis of two selected students was made (taking into account interaction by SNA). Motivational aspects of self-regulated learning were studied using the framework proposed by Pintrich (2000, 2004). The analysis also took into consideration students’ allusions to the social dimensions of the network. The work was based on to two hypothesis, one of which states that when students are motivated, they are socially more active (i.e. they share more, interact more, etc). In the cases analyzed, motivation and sociogram centrality pointed into the same direction. The second hypothesis introduced the idea that the more students are aware of the social dimension, the more motivated to share they are. Therefore, they will be found in a closer position to the core of the sociogram.