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Objective: This research was conducted to study the effectiveness of self-regulation training among female students’ academic achievement motivation in Birjand City, Iran.

Methods: In this interventional comparative study (pretest-posttest design with control group), 84 eighth grade students (from public intermediate schools) in Birjand were selected through multi-stage cluster sampling. They were placed in two groups: experiment and control with randomization. The academic achievement motivation test and science test were administered as pre-and post-tests, respectively. The experimental group was taught self-regulation skills in 8 sessions. Data were analyzed using the mixed-design factorial analysis of variance model.

Results: The results showed significant differences in the experiment group’s achievement motivation test (p< 0.05), but no signs of change in the science test.

Conclusion: We can provide students with effective and useful tips to improve their academic achievement and performance by teaching them self-regulation skills.