In this study, we investigated the parametric values of adult self-regulated learning based on motivation types (intrinsic or extrinsic), student’s personality factors, and the ability to employ the psychological potential and the degree of mobilization in solving or adapting to the objectives of education. Also, we wanted to see if these factors explain differently the adult self-regulated learning according to gender and the level of schooling. 174 participants filled-out Self-efficacy in self-regulated learning, and other selfreport measures assessing their motivation (Academic Motivation Scale, AMS-HS 28), and personality factors (Big Five Plus Short Personality Inventory). The results showed that adults who got high scores at two types of motivation will have a higher level of self-efficacy in self-regulated learning. The conscientiousness, as personality factor, is the only one that plays an important role in self-efficacy in self-regulated learning, meaning that high-level conscientious adults have a high level of self-efficacy in selfregulated learning. Regarding to gender differences and level of schooling, the results of the research revealed that female participants have a significantly higher level of self-efficacy in self-regulated learning than male participants, but there is no significant difference in terms of level of schooling. Variables indentified and explored in this research are responsible for increasing adult's academic performance and will be attempted to include them as strategies in achieving the proposed goal of optimizing the education system.