A correlational study examined the relationships between motivational orientation, self-regulated learning, and classroom academic performance among 173 seventh graders. Students completed a self-report measure assessing self-efficacy, intrinsic value, test anxiety, self-regulation, and learning strategies. Performance data were collected from classroom assignments. Results showed that self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses indicated that self-regulation, self-efficacy, and test anxiety were the best predictors of performance, while intrinsic value was strongly related to self-regulation and cognitive strategy use. The study highlights the importance of motivational orientation and self-regulated learning in classroom performance. Self-regulated learning involves metacognitive strategies, effort management, and cognitive strategies. Motivational components include self-efficacy (belief in ability), intrinsic value (interest and importance of tasks), and test anxiety (emotional reactions to tests). Research suggests that self-efficacy and intrinsic value are positively linked to cognitive engagement and performance, while test anxiety has complex relationships with performance. The study found that self-regulation was the best predictor of academic performance across different tasks. The study used a self-report questionnaire to measure motivational and self-regulated learning components. Results showed that higher self-efficacy and intrinsic value were associated with better performance, while test anxiety was negatively related to performance on exams and quizzes. Cognitive strategy use and self-regulation were also positively related to performance. However, cognitive strategy use had a negative partial correlation with performance when self-regulation was included, suggesting a suppressor effect. The findings support the importance of both motivational and self-regulated learning components in academic performance. Students with higher self-efficacy and intrinsic value were more likely to use cognitive strategies and self-regulate their learning. Test anxiety was negatively related to performance, but its effects were complex. The study emphasizes the need to consider both motivational and self-regulated learning components in models of classroom performance. It also highlights the importance of fostering intrinsic value and self-regulated learning strategies to improve academic outcomes. The study has limitations, including reliance on self-reports and the need for further research on the effects of different classroom contexts. Overall, the study provides empirical evidence for the importance of motivational and self-regulated learning in classroom academic performance.A correlational study examined the relationships between motivational orientation, self-regulated learning, and classroom academic performance among 173 seventh graders. Students completed a self-report measure assessing self-efficacy, intrinsic value, test anxiety, self-regulation, and learning strategies. Performance data were collected from classroom assignments. Results showed that self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses indicated that self-regulation, self-efficacy, and test anxiety were the best predictors of performance, while intrinsic value was strongly related to self-regulation and cognitive strategy use. The study highlights the importance of motivational orientation and self-regulated learning in classroom performance. Self-regulated learning involves metacognitive strategies, effort management, and cognitive strategies. Motivational components include self-efficacy (belief in ability), intrinsic value (interest and importance of tasks), and test anxiety (emotional reactions to tests). Research suggests that self-efficacy and intrinsic value are positively linked to cognitive engagement and performance, while test anxiety has complex relationships with performance. The study found that self-regulation was the best predictor of academic performance across different tasks. The study used a self-report questionnaire to measure motivational and self-regulated learning components. Results showed that higher self-efficacy and intrinsic value were associated with better performance, while test anxiety was negatively related to performance on exams and quizzes. Cognitive strategy use and self-regulation were also positively related to performance. However, cognitive strategy use had a negative partial correlation with performance when self-regulation was included, suggesting a suppressor effect. The findings support the importance of both motivational and self-regulated learning components in academic performance. Students with higher self-efficacy and intrinsic value were more likely to use cognitive strategies and self-regulate their learning. Test anxiety was negatively related to performance, but its effects were complex. The study emphasizes the need to consider both motivational and self-regulated learning components in models of classroom performance. It also highlights the importance of fostering intrinsic value and self-regulated learning strategies to improve academic outcomes. The study has limitations, including reliance on self-reports and the need for further research on the effects of different classroom contexts. Overall, the study provides empirical evidence for the importance of motivational and self-regulated learning in classroom academic performance.