The purpose of this research is to know the role of learning motivation, self-efficacy and family support in self-regulated learning of the 11th grade of SMA N 2 Bantul's Students. There were as many as 248 students in the population of the 11th grade of SMA Negeri 2 Bantul and 72 of them were selected as samples using cluster random sampling technique. The data were collected by using learning motivation scale, self-efficacy, family support and self-regulated learning. The data analysis technique made use of multiple regression analysis and partial corelation technique. The regression analysis indicated positve correlation between learning moivation, self-efficacy and family support, and self-regulated learning with F value of 37.345, p = 0.000 (p < 0.05). There was positive impact of learning motivation to Self Regulated Learning with t = 2.767, p = 0.007 (p < 0.05). There was a positive role of Self Efficacy to Self-Regulated Learning with t = 3.532 and p = 0.001 (p < 0.05), a positive role of Family Support to Self-Regulated Learning with t = 2.267 and p = 0.027 (p < 0.05). This research can be used as a reference in the field of guidance and counseling, psychological counseling, or school psychology program within which it was mainly related to the increase in motivation, self-efficacy, social support families and self-regulated learning in learning activities of the students.Keywords: learning motivation, self-efficacy, social support family, self regulated learning Tujuan penelitian ini untuk mengetahui peran motivasi belajar, self-efficacy, dan dukungan sosial keluarga terhadap self-regulated learning pada siswa SMA Negeri 2 Bantul kelas XI. Populasi dalam penelitian ini siswa kelas XI SMA Negeri 2 Bantul sejumlah 248 orang dengan sampel 72 orang yang ditentukan melalui teknik cluster random sampling. Pengumpulan data menggunakan skala motivasi belajar, self-efficacy, dukungan sosial keluarga, dan self-regulated learning. Teknik analisis data yang digunakan adalah analisis regresi berganda dan teknik korelasi parsial. Hasil analisis regresi menunjukkan adanya peran yang positif antara motivasi belajar, self-efficacy, dan dukungan sosial keluarga terhadap self-regulated learning dengan F hitung sebesar 37,345, p = 0.000 (p < 0,05). Ada peran positif motivasi belajar terhadap dengan t = 2,767, p= 0,007 (self regulated learning p < 0.05). Ada peran positif self-efficacy terhadap self regulated learning dengan t = 3,532 dan p= 0,001(p < 0.05). Ada peran positif dukungan sosial keluarga terhadap self regulated learning dengan t = 2,267 dan p = 0,027 (p < 0,05). Penelitian ini dapat dijadikan tambahan referensi dalam bidang bimbingan dan konseling, psikologi konseling, atau psikologi sekolah terutama yang berhubungan dengan program peningkatan motivasi belajar, self efficacy, dukungan sosial keluarga, dan self regulated learning dalam proses belajar siswa.Kata kunci: motivasi belajar, self-efficacy, dukungan sosial keluarga, self regulated learning