<![CDATA[Persistent challenges in elementary mathematics achievement highlight the need to understand influential non-cognitive factors. While self-regulated learning (SRL) and mindset are recognized as significant predictors of academic success, their combined impact on the performance of young students is not yet fully understood. Therefore, this study investigates the independent and combined effects of self-regulated learning and mindset on the mathematics achievement of fourthgrade elementary school students. Using an ex post facto quantitative design, the study involved 34 students selected via saturated sampling. Data were collected using Likert-scale questionnaires for SRL and mindset, and academic scores for mathematics achievement. The data were analyzed using descriptive statistics and multiple linear regression, following prerequisite tests (normality, linearity, multicollinearity, and homoscedasticity). The findings revealed that self-regulated learning had a significant positive effect, explaining 81.7% of the variance in mathematics achievement (p < 0.001). Mindset also demonstrated a significant positive effect, accounting for 13.0% of the variance (p = 0.013). Combined, both variables significantly influenced mathematics achievement (p < 0.001), explaining 94.3% of the variance (Adjusted R² = 0.943), with the remaining 5.7% attributable to other factors. These results underscore that fostering students' ability to self-regulate their learning and cultivate a growth mindset are crucial components for effective mathematics instruction in primary education.]]>
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