Background and Objectives:    The aim of the current research was to investigate the effectiveness of teaching self-regulated learning strategies on self-organization and academic self-esteem of second-grade elementary school students in the city of Babol.
Methodology:    This study was applied in terms of objective and quasi-experimental in terms of method, employing a pre-test and post-test design with a control group. The statistical population consisted of all second-grade elementary school students in the city of Babol in the academic year 2023-2024, totaling 7654 individuals. Due to the quasi-experimental nature of the research, a total of 80 participants (40 girls - 20 in the experimental group and 20 in the control group, and 40 boys - 20 in the experimental group and 20 in the control group) were selected using multi-stage cluster random sampling as the sample. Data collection was conducted using the Academic Self-Regulation Questionnaire (SRQ-A) with 31 questions and the Academic self-esteem Questionnaire by Chong and Kemble (2009) with 14 questions. The face and content validity of the instruments were confirmed by experts, and their reliability was calculated using Cronbach's alpha coefficient, yielding 0.93 for the Academic Self-Regulation Questionnaire and 0.88 for the Academic self-esteem Questionnaire, which are statistically acceptable. Data analysis was performed using Multivariate Analysis of Covariance (MANCOVA) and Analysis of Covariance (ANCOVA).
Results:    The research findings indicated that self-regulated learning strategies had a significant and positive impact on the self-organization and academic self-esteem of second-grade elementary school students in Babol.
Conclusion:    It is recommended that teachers design their teaching methods in a way that provides ample opportunities for connecting lessons to real-life situations.