<![CDATA[Mathematical communication behavior can be viewed from several perspectives: cognitive, affective, meta-communication, and psychomotor. Another factor influencing mathematical communication skills is self-regulated learning (SLR). This study aims to analyze in depth how students' mathematical communication behavior is when viewed through the lens of SLR in junior high school students. This study employed a mixed-methods design with a dominant qualitative approach, using a case study framework, given the inclusion of an SLR questionnaire for participant categorization. The participants were 241 eighth-grade students who completed an SLR questionnaire. Samples were then purposively selected from each SLR category to take a mathematical communication test and be interviewed in depth. The research instruments were a self-regulated learning questionnaire, a mathematical communication test, and an interview guide. From the research, it was concluded that students with low SLR exhibited only some characteristics of informative mathematical communication behavior, but not all aspects were fully met. Students with high SLR they had achieved the characteristics of communicative mathematical communication behavior. Therefore, fostering students' self-regulated learning may strengthen their mathematical communication skills.]]>
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