This study investigates the influence of short breaks on self-regulated learning within an online learning platform and their impact on student attrition and performance outcomes. The research focuses on 7th-grade students¿½f mathematics performance using an online learning platform in 2016. Building on this goal, we conducted two regression analyses to investigate the number of students who stopped out and returned to finish the assignments and explore the duration of breaks between questions among those students who returned to complete the assignments. Specifically, the study analyzes session durations, break intervals, and their correlation with student performance after stopping out. Results reveal that, despite prevalent breaks between problems, break duration does not significantly affect learning performance. The findings provide correlations between short breaks and the completeness and correctness within self-regulated learning contexts. The study emphasizes the need for an exploration of predicting diverse assignment difficulty, break duration, and completeness. This research contributes valuable insights into self-regulated learning on online learning platform and predicting the potential for student success.