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Purpose: The purpose of this study was to explore self-directed learning ability and its affecting factors among undergraduate students. Methods: A descriptive cross-sectional study design was used. Using a convenience sampling method, data were collected from 196 undergraduate students enrolled in one national university. Negative psychological tendency (i.e. Type D personality), academic engagement, and self-directed learning ability were assessed using a structured questionnaire. Data were analyzed by descriptive statistics, t-test, and analysis of covariance, Pearson’s correlation coefficients, and stepwise multiple linear regression, using SPSS/WIN 23.0 program. Results: The mean age of the students was 21.61±2.40 years and 56.6% were male students. Approximately, one third (n=67, 34.2%) of the students had Type D personality. The average scores of academic engagement and self-directed learning ability were 3.01±1.14 and 3.46±0.50, respectively. After controlling for sociodemographic variables, the Type D personality and academic engagement were significant predictors of self-directed learning ability (β=.64, p<.001; β=-.13, p=.021, respectively). This model explained 53.6% of the variance in self-directed learning ability. Conclusion: The study identified that Type D personality and academic engagement affect self-directed learning ability of undergraduate students, one in a negative way, the other in a positive way. Educators and educational policy makers need to make efforts to include interventions and strategies that increase academic engagement and change negative psychological dispositions such as D-type personality in the undergraduate education curriculum.