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The main objective of the present study was to determine the effectiveness of metacognitive strategies training on students' academic self-regulation. The method of this study was semi-experimental and pre-test-post-test. The sampling method was simple random. Two library and field methods were used to collect information in this study. The data collection tools in this section were as follows: the Academic Self-Regulation Questionnaire of Savari and Arabzadeh (2013) and the Academic Vitality Questionnaire of Martin and Marsh (2006). Descriptive and inferential statistical methods were used to analyze the data, in which central and dispersion indices were presented in the descriptive section, and in the inferential section, the multivariate analysis of covariance method was used to answer the research hypothesis. The results showed that metacognitive strategies training significantly improved academic self-regulation in students in the experimental group

Keywords: Metacognitive strategies, academic self-regulation, students

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