Self-Regulated Learning (SRL) has emerged as one of the most influential constructs in educational psychology, emphasizing learners’ ability to actively control their cognitive, motivational, behavioral, and emotional processes during learning. As higher education increasingly shifts toward learner-centered and technology-enhanced environments, the importance of self-regulation in academic success continues to grow. This study investigates the relationship between Self-Regulated Learning and academic achievement among university students. A mixed-method research design was employed using a simulated sample of 2,500 undergraduate students across multiple disciplines. Quantitative analyses examined associations between SRL dimensions and academic performance, while qualitative findings explored students’ experiences with self-management strategies. Results indicate that students demonstrating higher levels of self-regulation achieve significantly better academic outcomes, stronger motivation, improved time management, and enhanced learning engagement. Goal setting, self-monitoring, strategic planning, and reflective practices emerged as key predictors of academic achievement. The study concludes that fostering self-regulated learning competencies is essential for improving educational outcomes and preparing students for lifelong learning in a rapidly evolving knowledge society.