This study aimed to examine the impact of self-regulation training on procrastination and academic optimism in task-avoidant male students. The research employed a quasi-experimental design with pretest–posttest and a control group. The statistical population included all sixth-grade male students in Deylam during the 2021–2022 academic year who exhibited task avoidance. A total of 30 students were selected through purposive sampling and randomly assigned to experimental and control groups. The experimental group received eight 90‑minute training sessions over two and a half months. Data collection tools included the Procrastination Questionnaire (Savāri, 2011) and the Academic Optimism Questionnaire (Tschannen-Moran et al., 2013). Data were analyzed using multivariate analysis of covariance via SPSS version 22. The findings indicated that self-regulation training significantly reduced procrastination and increased academic optimism (p < 0.001). Based on these results, self-regulation training can be recommended as an effective method for reducing procrastination and enhancing academic optimism in students.