[Penelitian ini dilakukan untuk mendapat gambaran mengenai hubungan antaraself-regulated learning (SRL) dan creative self-efficacy (CSE) pada mahasiswaarsitektur. Self-regulated learning didefinisikan sebagai sejauh mana pelajarmenggunakan proses metakognisi, motivasi, dan tingkah lakunya untukberpartisipasi aktif dalam proses belajarnya. Creative self-efficacy didefinisikansebagai keyakinan yang sementara pada individu mengenai kemampuan dirinyauntuk melakukan tugas spesifik tertentu yang membutuhkan produksi solusisolusibaru, orisinal, atau sesuai. Creative self-efficacy terdiri dimensi creativethinking self-efficacy (CTSE) dan creative performance self-efficacy (CPSE).Pengukuran SRL menggunakan alat ukur Strategi Self-Regulated Learning yangdisusun oleh Hariseno (2012) dan pengukuran CSE menggunakan alat ukurRevised Model of CTSE II and CPSE II Inventories yang disusun oleh Abbott(2010). Partisipan penelitian berjumlah 159 mahasiswa arsitektur dari beberapaperguruan tinggi di Jakarta, Depok, dan Bandung. Melalui teknik statistik PearsonCorrelation, ditemukan bahwa terdapat hubungan positif yang signifikan antaraself-regulated learning dengan creative thinking self-efficacy (r = 0.269; p =0.001, signifikan pada L.o.S 0.01) dan creative performance self-efficacy (r =0.342; p = 0.000, signifikan pada L.o.S 0.01) pada mahasiswa arsitektur.Berdasarkan hasil penelitian, disarankan bagi mahasiswa arsitektur untukmeningkatkan self-regulated learning dalam proses belajarnya karena semakintinggi self-regulated learning mahasiswa arsitektur, semakin tinggi creative selfefficacymereka., This research was conducted to find the correlation between self-regulatedlearning and creative self-efficacy among architecture college students. Selfregulatedlearning defined as the degree to which students are metacognitively,motivationally, and behaviorally active participants in their own learning process(Zimmerman, 2008). Creative self-efficacy defined as an individual?s state-likebelief in his or her own ability to perform the specific tasks required to producenovel, original, or appropriate solutions (Abbott, 2010). Creative self-efficacyconsists of dimension of creative thinking self-efficacy (CTSE) and dimension ofcreative performance self-efficacy (CPSE). Self-regulated learning was measuredusing an instrument named Strategy of Self-Regulated Learning made byHariseno (2012) and creative self-efficacy was measured using Revised Model ofCTSE II and CPSE II made by Abbott (2010). Participants of this research were159 architecture college students from some colleges in Jakarta, Depok, andBandung. The Pearson Correlation indicates that self-regulated learning correlatespositively and significantly with creative thinking self-efficacy (r = 0.269; p =0.001, significant at L.o.S 0.01) and creative performance self-efficacy (r = 0.342;p = 0.000, significant at L.o.S 0.01) among architecture college student. Based onresearch results, it suggested for architecture college student to improve their selfregulatedlearning in learning process because the higher self-regulated learningarchitecture student, the higher their creative self-efficacy.]