According to a conceptual model of self-regulated learning (SRL), this paper seeks to base on the four facets of SRL (i.e. self-beliefs, value and affection, prior knowledge, and invested efforts and work ethics) in mathematics for OECD’s Programme for International Student Assessment PISA 2012 Study to predict academic resilience of the home disadvantaged students in Macao, which is a high-performing high-equity PISA participating economy. The findings and implications are clear: The high quality and equity of Macao’s mathematics basic education may be attributed to the possession of favorable SRL dispositions and demographic characteristics of the academic resilient students, who measured by PISA’s index of Economics, Social, and Cultural Status (ESCS) are regarded home disadvantaged. Compared with their ESCS-advantaged counterparts, these students are better equipped with prior knowledge for the self-regulation of cognition, have higher intrinsic motivation and are more self-efficacious in their mathematics studies for the self-regulation of motivation, as well as have better mathematics work ethics for the self-regulation of behaviors and the schooling contexts.