Generative artificial intelligence (GAI) is increasingly integrated into higher education, creating opportunities for flexible and personalised learning while raising questions about AI-supported learning. This study examines whether students’ attitudes toward GAI mediate the relationships between perceived ease of use (PEU), perceived usefulness (PU), and perceived Generative AI support for self-regulated learning (GAI-SRL). A cross-sectional survey was conducted with 264 undergraduate students at a public university in Indonesia. Data were analysed using partial least squares structural equation modelling (PLS-SEM). PEU and PU were positively associated with attitudes toward GAI, while attitudes were positively associated with perceived GAI support for self-regulated learning. PEU and PU also showed significant direct relationships with GAI-SRL, and their indirect relationships through attitudes were significant, indicating partial statistical mediation. These findings suggest that students’ attitudes toward GAI constitute an intermediate statistical pathway linking technology-related perceptions with perceived GAI support for self-regulated learning. The study extends technology acceptance research by positioning attitudes toward GAI within a learning-oriented framework and highlights responsible, learner-centred use of GAI while preserving students’ learning agency.