This research focus on the temporal path analysis of learning stress, test anxiety, peer stress (classmate relatedness), teacher relatedness, autonomy, and self-regulative performance in junior high school. Owing to the processes of self-determination always combines several negotiations with the interactive perceptions of personal experiences and social cognition network. However, the inexperience or experience of appraisal and coping processes of stress and anxiety usually frustrate individual's willingness, ambition, and self-regulation to learn more and go further. Two hundred fifty-five students (75 in Grade 7; 106 in Grade 8; 44 in Grade 9) in 7th ~9th grade participated in this path analyses study. The results revealed the possible relationships among the autonomy, stress, anxiety, social relatedness, and self-regulation performance in self-reported cognitive activations. Path analyses showed that the self-regulation was effected by social care, social supports, and learning stress.