The purpose of this study was to investigate the effectiveness of educational selfregulatory education on academic self-regulation and mindfulness in elementary school students in Sirjan city in 1918. The current study is a pre-test, post-test with control group. In this research, the self-regulation method was considered as independent variable and improvement of mindfulness and creation or increase of self-regulation as dependent variables. The statistical population of this study includes all primary school girls in the city of Sirjan, which has a total of 2547 students in 30 schools. The sampling method used in this research is multistage cluster sampling. In the first stage, among all primary school girls in Sirjan (30 schools), two schools were randomly selected from each school. 30 subjects (60 subjects in total) were randomly selected and tested and tested in two experimental and control groups. The research tools were two questionnaires: self-regulation Learning Strategies Questionnaire (MSLQ) (Pintrich and De Grote) and Freiburg's (FMI-SF) Mindfulness. The results of the research showed that self-regulation education increases the knowledge and self-regulation of knowledge in knowledge The students have a positive effect. There is a significant difference between self-regulation and mindfulness between the control and experimental groups, which indicates that self-regulation education has had a positive effect on the mind of knowledge.