<![CDATA[The problem is that students lack passion or enthusiasm for learning mathematics. Passion or enthusiasm, and long-term consistency that students have, tend to be lacking. The purpose of this study is to analyze the level of significance of grit and hardiness on mathematics learning achievement of sixth-grade students, as well as the role of SRL as a moderating variable. This research can be classified as causal-comparative research in an ex post facto design. The population used in this study were all sixth-grade students, namely 712 students. The study used a proportional random sampling technique, with a sample of 250 students. This study collected data on endogenous and moderating variables using non-test techniques such as observation, interviews, questionnaires, attitude scales, and documentation. Analysis of the collected data began with assumption testing, followed by path analysis, which included hypothesis testing. The results of the study indicate that grit, hardiness, and self-regulated learning (SRL) can influence sixth-grade students' mathematics achievement both directly and indirectly through SRL. The implications of this research can include developing clear, measurable learning objectives aligned with the curriculum and the needs of the 21st century.]]>
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