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This study aimed to evaluate the effectiveness of teaching procrastination reducing strategies on academic self-regulation in secondary students in Tabriz. For this purpose, 36 students with high academic procrastination were selected through a pilot study and screening, and were divided into two experimental and control groups. The experimental group received a training package on procrastination reducing strategies and the controls went through normal training. Pre-test and post-test were done using the Pintrich & De Groot’s self regulatory learning strategies questionnaire (1990). The results showed that the means of the two experimental and control groups were significantly different in the metacognitive component of self-regulated learning strategies (F=6.94, p≤0.05, η=0.178)). However, there was no significant difference in the component of cognitive self regulated learning strategies between the control and experimental groups (F=1.94, p≤0.05).The results can help school counselors and school psychologists to reduce academic procrastination in students.

The Effectiveness of Teaching Academic Procrastination Reducing Strategies on Academic Self-regulation in the Secondary School Students in Tabriz