This study examines the relationships between motivational orientation, self-regulated learning, and classroom academic performance among 173 seventh-grade students from science and English classes. The researchers used a self-report measure to assess students' self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies, and collected performance data from classroom assignments. The results showed that self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that self-regulation, self-efficacy, and test anxiety were the best predictors of performance, depending on the outcome measure. Intrinsic value did not directly influence performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement levels. The study discusses the implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom.This study examines the relationships between motivational orientation, self-regulated learning, and classroom academic performance among 173 seventh-grade students from science and English classes. The researchers used a self-report measure to assess students' self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies, and collected performance data from classroom assignments. The results showed that self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that self-regulation, self-efficacy, and test anxiety were the best predictors of performance, depending on the outcome measure. Intrinsic value did not directly influence performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement levels. The study discusses the implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom.