The problem of lack of motivation among students is an issue that exists today all over the world, and those working in the field of education are trying to find solutions for it. Signs of lack of motivation in students include leaving tasks unfinished, refusing to do homework, not trying to solve problems, difficulty in decision-making, expecting help from others, inattentiveness and anxiety, and making numerous excuses for not doing tasks. Academic performance, academic engagement, and psychological well-being are low in these students; however, the question is whether training in cognitive emotion regulation strategies can affect academic performance, academic engagement, and psychological well-being in female high school students with low achievement motivation. This research was conducted with the aim of investigating the effectiveness of cognitive emotion regulation strategies training on academic performance, academic engagement, and psychological well-being in female high school students with low achievement motivation. The statistical population of this research included all female high school students in the second period of District 14 of Tehran Province who were studying in the academic year 2024. The research sample consisted of 30 female high school students in the second period of District 14 of Tehran Province with low achievement motivation, who were selected by multi-stage cluster random sampling. The research questionnaires were: the Academic Performance Questionnaire by Taylor and Pham (1990), the Short Form Psychological Well-being Questionnaire by Ryff and Singer (2019), the Academic Engagement Questionnaire by Reeve (2023), and the Achievement Motivation Questionnaire by Hermans (1977). The results obtained from the research findings showed that the approach of training cognitive emotion regulation strategies affects all three components of academic performance, academic engagement, and psychological well-being in students with low achievement motivation.