Over the past few years, educational psychology has evolved markedly and has triggered a vast body of research, particularly with regard to the interpersonal relationship between teacher and student and self-regulated learning. Students' perception of teacher behavior is an important mediator between instructional characteristics and academic achievement. In this sense, self-regulatory skills are considered essential, not only for students to direct their own learning process, but also for maximizing learning in the classroom context. This study aims to analyze how the students' perception of the teacher's interpersonal behavior influences the development of self-regulated learning, as well as its influence on the school performance of 3rd grade students, namely in Mathematics.