<![CDATA[Social studies learning outcomes in elementary school are shaped by psychological and behavioral factors, yet empirical evidence from small-class settings remains limited. This study examined the effects of academic self-concept and time management on social studies learning outcomes, both partially and simultaneously. A quantitative associative predictive study was conducted with 24 Grade V students of SDN 35/III Tambak Tinggi, Indonesia, selected through total sampling. Data were collected via two Likert-scale questionnaires and a social studies achievement test, then analyzed using multiple linear regression following validity, reliability, and classical assumption tests. Results showed that academic self-concept (β = .649, p < .001) and time management (β = .387, p = .010) each positively and significantly predicted learning outcomes. Together, they explained 60.5% of outcome variance (R² = .605), with academic self-concept contributing more substantially. These findings imply that strengthening academic confidence and cultivating time management routines should be integrated systematically into elementary social studies instruction.]]>
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