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Résumé : This study examines how incorporating problem-posing tasks within a self-regulated learning cycle instructional model affects third-grade students’ mathematical metacognition and self-efficacy. While existing research often highlights the learning outcomes of problem-posing in math, the link between these activities and students’ metacognitive abilities in math still needs to be explored—additionally, the integration of self-regulated learning strategies with problem-posing tasks warrants further investigation. Employing a one-group pretest-posttest design, this research uses quantitative methods to measure the instructional approach’s impact on students’ math achievement, metacognitive skills, and self-efficacy in their abilities. The research engaged 21 students in a six-week intervention of problem-posing tasks within a self-regulated learning framework. Data was analyzed using SPSS 27, revealing substantial improvements in learning outcomes, metacognitive abilities, and self-efficacy post-intervention. Students excelled in evaluative skills over metacognitive knowledge and planning and monitoring. The findings endorse the effectiveness of problem-posing activities in the self-regulated learning cycle instructional model, which can enhance mathematical outcomes and metacognition. Additionally, students may develop better self-efficacy through problem-posing activities.