eng Oriental Scientific Publishing Company Biosciences Biotechnology Research Asia 0973-1245 2015-12-25 12 3 2595 2600 10.13005/bbra/1939 2193 article Ayatollah Fat'hi 1 Eskandar Fathi Azar 2 Mir Mahmoud Mirnasab 3 Rahim Badri Gargari 4 Department of Educational Psychology, Tabriz University University of Tabriz. e_fathiazar Associate Professor of Education, University of Tabriz. Associate Professor of Education, University of Tabriz. badri_rahim 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. https://www.biotech-asia.org/vol12no3/the-effectiveness-of-teaching-academic-procrastination-reducing-strategies-on-academic-self-regulation-in-the-secondary-school-students-in-tabriz/ Self regulated learning; academic procrastination; strategies to reduce procrastination