The COVID-19 crisis emphasizes the importance of Self-Regulated Learning (SRL), one of today’s most valuable skills, with which learners set their learning goals, monitor and control their cognition, motivation, and behavior, and reflect upon them. In the current experimental study, an intervention program based on short online interactive videos was developed to promote SRL skills. This paper presents the impact of the intervention on students’ use of SRL skills and grades. It also explores four key pedagogical processes (teacher-student relationships, collaboration, autonomy, and feedback) as mediators for SRL strategies use and grades. The experimental and control groups were randomly assigned (N = 290 students, 18 classes, grades 7–12). Each teacher taught the same subject in two classes for a month, an amount of time that allows intervention to take effect. One of the classes participated in the video-based intervention program (experimental group), whereas the other performed all activities but did not have access to the videos (control group). Data was collected through an SRL and pedagogies usage questionnaire, SRL video prompts, and knowledge tests and was analyzed using the quantitative method. In addition to the theoretical contribution, a practical tool has been developed for educators who wish to employ online SRL training.