Abstract
The main objective of this research was problem-solving skills education on self-regulation learning of female high school students in Tehran. Sample size using multi-stage method and according to Cochran formula was 60 persons. Buffard Learning self-regulation questionnaire (11995) was used for data collection which contains 14 questions of five options in the three scales of cognitive, metacognitive and motivation. Problem-solving skill training was conducted in 12 sessions. Descriptive and inferential statistics were used for data analysis. Results showed that problem solving skills education is effective in self-regulation learning of students and has a good stability over time.
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