<![CDATA[Background: Improving mathematics achievement remains a major challenge in secondary education, particularly in developing countries where students continue to demonstrate relatively low performance in mathematics. Self-Regulated Learning (SRL) and Problem-Based Learning (PBL) have been widely recognized as effective approaches for enhancing academic performance; however, the psychological mechanism through which these approaches influence mathematics achievement remains insufficiently understood. Aim: This study examined the direct and indirect effects of SRL and PBL on mathematics achievement through the mediating role of learning motivation. Method: A quantitative correlational survey design was employed involving 270 Indonesian secondary school students. Data were collected using validated questionnaires measuring SRL, PBL, and learning motivation, alongside a mathematics achievement test. The proposed model was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results: The findings revealed that the model explained 70.1% of the variance in learning motivation and 69.7% of the variance in mathematics achievement. Learning motivation emerged as the strongest predictor of mathematics achievement, followed by PBL and SRL. Furthermore, learning motivation significantly mediated the relationships between SRL, PBL, and mathematics achievement. Conclusion: Mathematics achievement can be enhanced through the combined influence of SRL and PBL, with learning motivation serving as a key mechanism that strengthens their impact. These findings highlight the importance of integrating motivational support and student-centered learning strategies in mathematics education.]]>
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