Objective: The main purpose of this study was to investigate the effect of educational support on the academic self-regulation of elementary students. -99 were studying. Due to the quasi-experimental nature of the study, 50 people in two 25-member class groups (experimental and control) of female students and colleges in the center of Arjan district were selected using cluster sampling method. The control group was sent before and after the test and received the answer. Data analysis method was inferential statistics analysis by default analysis of variance homogeneity, ANOVA univariate covariance, Mancova multivariate analysis (using SPSS software) and in descriptive statistics, frequency, graph, tables, mean and standard deviation were used. Findings: The results of data analysis showed that optimal educational support training, academic selfregulation in general and has a positive effect on metacognitive strategy and three components of memory, purposefulness and organization of meanings.

educational support academic self regulation cognitive strategy metacognitive strategy