<![CDATA[Self-regulation is an important ability that students need in the learning process because it is closely related to discipline, responsibility, and self-control. However, not all students are able to regulate themselves well in school. This study aims to analyze school culture management and teachers’ psychoeducational approaches in the formation of students’ self-regulation. This research uses a qualitative approach with a literature review method. Data were collected through documentation studies from books, journal articles, and previous relevant research, then analyzed thematically. The findings show that school culture management plays an important role in shaping students’ self-regulation through discipline, responsibility, and positive habits. In addition, teachers’ psychoeducational approaches support students in understanding themselves, managing emotions, and developing positive learning behaviors.]]>
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