<![CDATA[Psychological well-being is an important aspect of adolescent development that is influenced by both personal and social resources. In the educational context, students' ability to regulate their learning may contribute to their psychological well-being, while parental support may provide an important social context that strengthens this relationship. This study aimed to examine the effects of Self-Regulated Learning and parental support on students' Psychological Well-Being and to examine the moderating role of parental support in the relationship between Self-Regulated Learning and Psychological Well-Being. A quantitative cross-sectional study was conducted involving 288 junior high school students at SMP Rusyda Medan, selected using proportionate stratified random sampling. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) and Moderated Regression Analysis. The results showed that Self-Regulated Learning positively and significantly predicted Psychological Well-Being (β = 0.439, p < 0.001), as did parental support (β = 0.300, p < 0.001). Furthermore, the interaction between Self-Regulated Learning and parental support significantly predicted Psychological Well-Being (β = 0.144, p = 0.007), indicating that parental support strengthened the positive relationship between Self-Regulated Learning and Psychological Well-Being. The model explained 39.0% of the variance in Psychological Well-Being (R² = 0.390). These findings highlight that adolescent psychological well-being is shaped not only by individual self-regulatory capacity but also by the social context in which that capacity develops, emphasizing the importance of integrating personal and family resources in psychological interventions and educational practices.]]>
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