Introduction: The present study aimed to investigate the effectiveness of motivational self-regulation strategies on resilience and academic stress in high school students with low academic performance.

Method: The study was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population included all eleventh-grade students of boys' high schools with low academic performance in Tabriz in the academic year 1401-1402. Of these, 60 people were selected by cluster random method and randomly assigned to an experimental group and a control group. The first group received a course of motivational self-regulation strategies training in 10 sessions, and the second group (control) continued their regular classroom programs at the same time. The tools used included the Connor and Davidson Resilience Test and the Cohen and Fraser Academic Stress Test.

Result: The results showed that motivational self-regulation strategies increased resilience and reduced academic stress in high school students with low academic performance (P<0.05).

Conclusion: Planning for interventions to promote literacy among low-achieving male students appears to be more effective if further education is needed. It is recommended that these two trainings be used in schools to improve the resilience of students with low academic performance