Early adolescence is a critical developmental stage characterized by various
demands, including physical changes, peer relationships, emotional independence, and academic challenges. These pressures place adolescents at risk of experiencing stress, particularly academic stress, which refers to psychological pressure resulting from excessive school demands that exceed students’ abilities. One important factor influencing academic stress is self-regulated learning (SRL), which reflects students’ ability to plan, monitor, and evaluate their own learning processes. This study aims to examine the relationship between self-regulated learning and academic stress among students at SMPN 3 Besuki. Using a quantitative correlational design, the study involved a sample of 198 students. The instruments employed included the Self-Regulated Learning Scale modified from Nurhikmah (2021) with a reliability coefficient of α = 0.791, and the Academic Stress Scale adapted from Sekarwani (2025) with a reliability coefficient of α = 0.622. Data were analyzed using the Pearson Product-Moment correlation technique. The findings revealed a correlation value of 0,002<0,05. These results indicate a significant relationship between self-regulated learning and academic stress. The positive correlation (r = 0,220; p < 0.05) suggests that the higher the level of self regulated learning students possess, the higher the academic stress they experience.