<![CDATA[Self-regulated learning (SRL) and metacognitive skills are important competencies for prospective teachers because both support the planning, monitoring, and evaluation of the learning process. This study examined the linear association between SRL and metacognitive skills among sixth-semester Primary Teacher Education (PGSD) students at the Universitas Pendidikan Indonesia Purwakarta Campus. A quantitative cross-sectional correlational survey was conducted with 34 students recruited through non-probability convenience sampling. SRL was measured using a six-item questionnaire, and metacognitive skills were assessed using a six-item constructed-response test scored with a four-level rubric. Data were analyzed using descriptive statistics, regression assumption diagnostics, and simple linear regression. The regression model was not statistically significant (F (1, 32) = 1.018, p = 0.320), with R = 0.176 and R² = 0.031, indicating a small and statistically uncertain linear association. The findings should not be interpreted as evidence of no relationship or as a causal effect because the study used a cross-sectional design and had limited power to detect small associations. Interpretation is also constrained by the small sample size and brief researcher-developed measurement instruments, particularly the limited evidence available for the reliability of the SRL measure. These findings provide preliminary, context-specific evidence that the theoretical overlap between SRL and metacognition does not necessarily correspond to a strong between-student association when the constructs are represented by brief total-score measures.]]>
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