| Summary: | Prior studies offer descriptive accounts of empirical evidence on the positive relation between self-regulated learning towards various academic outcomes. However, lack of studies looks into the relation between self-regulated learning specifically with academic buoyancy in secondary school mathematics learning. Therefore, this correlational study aims to assess the relationship between self-regulated learning and academic buoyancy in the context of mathematics learning. Using a sample of 463 secondary school students from FELDA area (southern and east coast area), data were collected from Academic Buoyancy Scale and Self-regulated Learning Questionnaire. Results showed that, overall students’ self-regulated learning was positively and significantly correlated with academic buoyancy (r=.696**). Besides, academic buoyancy was also positively correlated with all three phases of self-regulated learning namely forethought (r=.634**), performance (r=.535**) and reflection (r=.622**) phase. The findings of the study offer insights into the importance of having good selfregulated learning skills to be the protective factor in dealing with daily academic challenges in the mathematics learning setting. © 2025, Semarak Ilmu Publishing. All rights reserved.
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