Self-regulated learning (SRL) refers to the way that individuals actively manage their cognition and behaviour to achieve their learning goals. This requires the interplay of numerous psychological processes, broadly involving forethought (e.g., planning, motivation), performance (e.g., strategies, control), and self-reflection (e.g., judgements of learning). Higher competencies in SRL have been related to greater academic achievement and wellbeing. Hence, teaching SRL may be a valuable pathway for enhancing both student learning and health. However, to develop effective SRL interventions for Singapore students, it is important to understand the level and role of SRL in local school context. To address that, the present study aims to (1) determine local secondary school students’ SRL competencies relative to their achievement emotions and academic performance; and (2) examine local students’ SRL in relation to subjective measures of their executive functioning (EF) and mental wellbeing. A large sample of secondary level 1 and 2 students will be invited to complete questionnaires providing insight to achieve these aims. Student data will be de-identified, but class- and cohort-level statistics can be provided to schools with constructive feedback regarding students SRL competencies and areas for improvement.