<![CDATA[The increasingly intensive use of social media among adolescents offers benefits regarding communication and information access; however, excessive use has the potential to diminish student discipline in fulfilling academic obligations. Conversely, self-regulated learning is viewed as a capability that enables students to manage their learning processes independently, thereby maintaining disciplined behavior. This study aims to analyze the influence of social media addiction and self-regulated learning on student discipline, both individually and simultaneously. A quantitative approach with a causal-associative design was employed. The study population consisted of all 20 Grade XI students at SMK Puspa Bangsa for the 2025/2026 academic year; the entire population was utilized as the sample through a saturated sampling technique. Data were collected using a Likert-scale questionnaire and analyzed via multiple linear regression using IBM SPSS version 27. The results indicate that social media addiction has a significant negative effect on student discipline, whereas self-regulated learning has a significant positive effect. Simultaneously, both variables significantly influence student discipline, with a coefficient of determination (R²) of 0.414, indicating that 41.4% of the variation in student discipline can be explained by these two variables. The study concludes that enhancing student discipline requires controlling social media usage alongside strengthening self-regulated learning capabilities through instruction that fosters self-regulation, responsibility, and study time management.]]>
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