Background: Blended learning places greater responsibility on students to plan, monitor, and evaluate their learning. Self-regulated learning may therefore be especially important for literacy development in environments that combine face to-face and technology-mediated instruction. Objective: This study examined the relationships between three dimensions of self-regulated learning - motivation, cognitive strategies, and metacognitive strategies - and the reading and writing skills of senior high school students. Methods: A quantitative descriptive correlational design was used. Data were obtained from 342 senior high school students in a blended learning setting through an adapted Motivated Strategies for Learning Questionnaire. Pearson product-moment correlation was used to test the associations among the study variables. Results: Reading and writing skills were positively associated with motivation (r = .526, p < .001), cognitive strategies (r = .621, p < .001), and metacognitive strategies (r = .597, p < .001). The self regulated learning dimensions were also positively interrelated: motivation with cognitive strategies (r = .648), motivation with metacognitive strategies (r = .612), and cognitive with metacognitive strategies (r = .644), all p < .001. Cognitive strategies showed the strongest association with the combined reading and writing outcome. Conclusion: The findings indicate that students who report stronger motivational, cognitive, and metacognitive regulation also tend to demonstrate stronger literacy performance. Because the design is correlational, causal conclusions are not warranted. Literacy instruction in blended settings may benefit from explicit support for goal setting, strategic processing, comprehension monitoring, reflection, and sustained motivation.

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