<![CDATA[Academic achievement is widely recognized as an essential indicator of student success in higher education and is influenced by a combination of internal and external factors. Despite extensive research on academic performance, studies integrating learning motivation, self-regulated learning, and social support within a single analytical framework remain limited, particularly in the context of private universities. This study aimed to examine the influence of learning motivation, self-regulated learning, and social support on the academic achievement of students at Universitas Bhinneka PGRI. A quantitative approach with an associative research design was employed. The study population consisted of 2,781 students, from which 139 respondents were selected using proportional sampling. Data were collected through validated and reliable questionnaires and analyzed using multiple linear regression with the assistance of SPSS version 25. The findings revealed that learning motivation, self-regulated learning, and social support each had a positive and significant effect on academic achievement. Furthermore, the simultaneous analysis demonstrated that the three variables collectively exerted a significant influence on academic achievement. The coefficient of determination () of 0.879 indicated that 87.9% of the variance in academic achievement could be explained by the combined contribution of learning motivation, self-regulated learning, and social support, while the remaining 12.1% was attributable to other factors beyond the scope of this study. These findings highlight the importance of strengthening both individual learning capacities and supportive social environments to enhance academic outcomes in higher education. ABSTRAK Prestasi akademik merupakan indikator penting keberhasilan mahasiswa di perguruan tinggi yang dipengaruhi oleh berbagai faktor internal dan eksternal. Namun, kajian yang mengintegrasikan motivasi belajar, self-regulated learning, dan dukungan sosial dalam satu model penelitian masih relatif terbatas, khususnya pada konteks perguruan tinggi swasta. Penelitian ini bertujuan menganalisis pengaruh motivasi belajar, self-regulated learning, dan dukungan sosial terhadap prestasi akademik mahasiswa Universitas Bhinneka PGRI. Penelitian menggunakan pendekatan kuantitatif dengan desain asosiatif. Populasi penelitian berjumlah 2.781 mahasiswa dan sampel sebanyak 139 responden yang dipilih melalui teknik proportional sampling. Data diperoleh menggunakan kuesioner yang telah memenuhi kriteria validitas dan reliabilitas, kemudian dianalisis menggunakan regresi linier berganda dengan bantuan SPSS 25. Hasil penelitian menunjukkan bahwa motivasi belajar, self-regulated learning, dan dukungan sosial secara parsial berpengaruh positif dan signifikan terhadap prestasi akademik mahasiswa. Selain itu, pengujian simultan membuktikan bahwa ketiga variabel tersebut secara bersama-sama memberikan pengaruh yang signifikan terhadap prestasi akademik. Nilai koefisien determinasi () sebesar 0,879 menunjukkan bahwa 87,9% variasi prestasi akademik dapat dijelaskan oleh kombinasi motivasi belajar, self-regulated learning, dan dukungan sosial, sedangkan 12,1% sisanya dipengaruhi oleh faktor lain di luar model penelitian. Temuan ini menegaskan pentingnya penguatan faktor psikologis dan dukungan lingkungan dalam upaya meningkatkan capaian akademik mahasiswa di perguruan tinggi. ]]>
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