<![CDATA[This study aims to examine the effects of academic stress and learning motivation on learning concentration, with self-regulated learning as a moderating variable, among eleventh-grade Accounting and Institutional Finance (AKL) students at SMK Negeri 1 Medan. Methods: A quantitative approach with an ex post facto design was employed. Data were collected through questionnaires distributed to 104 respondents selected from a population of 141 students using simple random sampling, with the sample size determined using the Slovin formula. The research instruments were tested for validity and reliability prior to use, and the data were analyzed using multiple linear regression and Moderated Regression Analysis (MRA) with the aid of SPSS. Results: Academic stress had no significant effect on learning concentration (Sig. = 0.280 > 0.05), whereas learning motivation had a positive and significant effect on learning concentration (Sig. = 0.000 < 0.05; β = 0.491). Self-regulated learning itself had a positive and significant direct effect on learning concentration (Sig. = 0.000 < 0.05; β = 0.515), but it did not significantly moderate the effect of either academic stress (Sig. = 0.410) or learning motivation (Sig. = 0.239) on learning concentration. Simultaneously, academic stress and learning motivation significantly affected learning concentration (F = 26.443; Sig. = 0.000), explaining 48.0% of its variance (Adjusted R²), which rose to 49.2% after the moderating variable was included.]]>
