IntroductionThis study examined the associations among adaptive teaching practices, self-regulated learning (SRL), and mathematics learning outcomes in vocational education, with SRL conceptualized as a form of learner agency within Zimmerman's social-cognitive model of self-regulated learning.MethodsA quantitative cross-sectional design was used with questionnaire data from 350 vocational education students enrolled in mathematics-related courses. Confirmatory factor analysis and structural equation modeling were conducted using SPSS and AMOS. The indirect association through SRL was assessed using 2,000 bootstrap resamples.ResultsAdaptive teaching was positively associated with SRL (β= 0.520, p < 0.001) and mathematics learning outcomes (β= 0.125, p < 0.001). SRL was positively associated with mathematics learning outcomes (β= 0.241, p < 0.001). The standardized indirect association between adaptive teaching and mathematics learning outcomes through SRL was 0.125, supporting partial statistical mediation.DiscussionThe findings indicate that adaptive instructional support and learner self-regulation are complementary components of vocational mathematics learning. The results extend SRL theory by representing teacher-provided adaptive support and learner regulation within a single structural model. Because the study used a cross-sectional design, the indirect association should not be interpreted as causal evidence.