Objective: Violations of academic integrity are still common, and their incidence tends to increase in line with the rise of publications on professionalism. This study aims to investigate the relationship between self-regulated learning, cognitive function, and stress levels on the academic integrity of medical students. Methods: Using proportional stratified random sampling, the research was conducted using quantitative analysis with a cross-sectional design on 188 preclinical medical students from the Faculty of Medicine, UPN "Veteran" Jakarta. Data were collected through previously validated instruments, including a questionnaire on self-regulated learning, a cognitive function test, a stress assessment scale, and the Academic Integrity Questionnaire from the Roff questionnaire. Data analysis included the Chi-Square test, One-Way ANOVA, and Logistic Regression. Result: The test results showed that most respondents had moderate academic integrity, moderate self-regulated learning, an average cognitive function score of 50, and no stress. The Chi-Square test yielded a p-value of 0.018 for self-regulated learning and academic integrity and p = 0.000 for stress level and academic integrity. The One-Way ANOVA results indicated a significant difference in the DSST score between low and high academic integrity. Logistic Regression analysis revealed that self-regulated learning, cognitive function, and stress levels were significantly associated with academic integrity, with self-regulated learning having a 5.024-fold impact, cognitive function having a 1.068-fold impact, and stress level having a 0.158 impact on academic integrity. Conclusion: These findings highlight the importance of self-regulated learning, cognitive function, and stress levels in fostering academic integrity behavior in medical education. Further research is needed to identify additional factors that can influence academic integrity behavior. [For the complete proceedings, see ED672804.]