The aim of this study was to examine the predictors of core self-evaluations, that is, fundamental assesments of self, self-worth, efficiency and ability among college students and to examine simple mediation and moderation effects of those predictors. 433 students of 3rd and higher years of study participated in an online survey. The results show that gender, scholastic competence, social comparisons and loneliness significantly predict core self-evaluations. Female students had lower core self-evaluations and lower scholastic competence, and a higher grade point average compared to male students. Students who perceived themselves as more competent in their studies had more positive self-evaluations. Lonelier students, as well as those more prone to social comparisons had lower core self-evaluations. The overall regression model explained 40.8% of the variance of core self-evaluations. A moderation effect of loneliness on the relationship between academic competence and core self-evaluations was also observed, with this relationship being more pronounced for less lonely students. This research shows that social support, a sense of successful mastery of study requirements, and a lower orientation towards social comparison are important for fostering a positive self-view for students. According to the approach/avoidance framework, students with higher core self-evaluations have a more positive view of challenging academic and social situations and have a higher tendency to approach those situations, which allows them to experience mastery and succes that could potentially act as a reinforcement of positive self-concept and generate reciprocal effects.