<![CDATA[This study aims to analyze the role of religiosity and self-regulation in predicting the flourishing of students in the Islamic Religious Education Study Program at Ahmad Dahlan University. A mixed-methods approach with a concurrent triangulation strategy was employed, in which quantitative and qualitative data were collected simultaneously to complement one another. Quantitative data were obtained from a final sample of 142 students selected through proportionate stratified random sampling, using a Likert-scale questionnaire comprising three validated instruments: the Flourishing Scale, a religiosity scale, and a self-regulation scale, each demonstrating strong internal consistency (Cronbach's Alpha ranging from 0.84 to 0.91). Qualitative data were derived from open-ended responses and were analyzed thematically to deepen the interpretation of the quantitative findings. Descriptive analysis revealed that student flourishing was in the high category (M ≈ 82%), supported by very high religiosity (M ≈ 89.6%) and relatively good self-regulation (M ≈ 78.6%). Multiple linear regression analysis further indicated that both religiosity (β = 0.379, p < 0.001) and self-regulation (β = 0.301, p = 0.001) significantly and positively predicted flourishing, jointly explaining 42.5% of its variance (R² = 0.425, F(2,139) = 31.284, p < 0.001). Qualitative findings reinforced these results, showing that spiritual values and self-regulatory skills help students find academic meaning, sustain motivation, and enhance psychological well-being. Overall, the integration of religiosity and self-regulation constitutes an important foundation influencing student flourishing, underscoring the need for a holistic development strategy encompassing the spiritual, academic, and psychological domains of student life. ]]>
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