This study explored the relationship between self-regulated learning and academic motivation, with the confounding effect of test anxiety removed. High school student participants (N=208) were administered a survey assessing 2 components of motivation (autonomy and competence), self-regulated learning, and test anxiety. Correlational analyses indicated that, overall, students who perceived themselves to be more capable of self-regulated learning also tended to report higher levels of motivation. The self-regulatory to motivation associations did not vary with respect to the motivational component, nor were they affected by test anxiety. Practical applications for efforts aimed at modifying achievement behaviors are discussed. (Contains 2 tables and 14 references.) (Author)