Poor attention control in physics remains a challenge. This study examined metacognitive thinking skills and attitudes toward physics as determinants of attention control among 185 STEM students. Diagnostic design, stratified random sampling, survey technique, and multiple regression analysis were applied. The findings revealed that the student attention control was significantly influenced by the determinants. Hence, the Theory of Planned Behavior was partly affirmed. Future research may examine other factors related to the remaining 55% variance, while educators may strengthen attention control through programs that enhance metacognitive thinking skills and positive attitudes toward physics.