The purpose of this study is to examine any possible differences among elementary school students in mental health, emotional intelligence, learning motivation and self-directed learning according to background variables and the correlation of the factors in an attempt to determine the impact of mental health, emotional intelligence and learning motivation on self-directed learning. The subjects in this study were 1,476 students in their fourth and sixth grades in elementary schools located in Seoul and Gangwon Province. The findings of the study were as follows; First, mental health, emotional intelligence and learning motivation were identified in this study as major variables to affect the self-regulated learning of the elementary school students. Therefore, efficient teaching-learning methods tailored to the individual variances of elementary school youngsters should be introduced to help students to motivate themselves, and the methods how to bolster intrinsic learning motivation should carefully be devised as well. They should be taught to make efficient use of self-regulated learning strategies. In addition, emotional and mental health education should be revitalized, and the development of relevant programs is necessary. Second, the self-regulated learning of students should be evaluated to gather diagnostic and prescriptive information, and a variety of programs should be prepared and utilized based on the acquired information. As this study has such limitations, more extensive follow-up research should be conducted for students to do self-regulated learning in an efficient manner, which will make a contribution to the improvement of their academic achievement.