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Introduction: Paying attention to self-regulated learning strategies is one of the major goals and key components of mental health in students. The purpose of this study was to evaluate the effectiveness of self-regulated learning strategies training on academic achievement, attitude to creativity and academic cohesion. Methods: This quasi-experimental study was conducted as a pre-test-post-test design with a control group. The research sample was 40 students of Lorestan University of Medical Sciences in the academic year of 1997-98 who were selected by convenience sampling method. Data through standard Shuffle Academic Achievement Questionnaire, Charles's Attitude to Creativity. Lee. Schiffer and Pascarla and Ternin academic cohesion and self-regulated learning strategies training package were collected. Data analysis was performed using SPSS software using analysis of covariance. Results: The results showed that there was a significant difference between the mean scores of post-test scores of academic enthusiasm (73.04), attitude to creativity (43.85) and academic cohesion (60.2) in the experimental group. While this significant difference was not observed in the control group. The results showed that teaching critical thinking increases students' academic motivation, attitude towards creativity and academic cohesion. Conclusion: Considering that the use of self-regulated learning strategies has a positive effect on academic motivation, attitude towards creativity and academic cohesion and increases these variables in students, holding courses in this field in higher education centers and schools. Recommended.