Introduction: The problem of lack of motivation among students is a problem that exists everywhere in the world today and those who are working in the field of education are trying to find a solution for it. Among the signs of lack of motivation in students, we can mention leaving things unfinished, refusing to do homework, not trying to solve problems, difficulty in making decisions, waiting for help from others, inattention and anxiety, and many excuses for not doing things. Purpose: This research was conducted with the aim of determining the effectiveness of teaching self-regulation learning strategies on academic performance, academic engagement and psychological well-being in students with low achievement motivation. Method: This research was applied in terms of purpose. The research design was quasi-experimental, pre-test and post-test and follow-up with a control group. The statistical sample of the research included 30 female students of the second year of high school in the 14th district of Tehran province with low achievement motivation who were selected by multi-stage cluster random sampling. Findings: Based on the findings, teaching self-regulation learning strategies has a significant effect on the components of academic performance, academic engagement and psychological well-being. Conclusion: Teaching self-regulation learning strategies has a significant difference on academic performance, academic engagement and psychological well-being in students with low achievement motivation compared to the control group.