The present study aimed to investigate the effectiveness of self-regulation and resilience training on academic engagement and academic performance among ninth-grade students. The study employed a quasi-experimental design and, in terms of its underlying paradigm, adopted both quantitative and qualitative approaches; in terms of its purpose, it was applied research. The statistical population consisted of ninth-grade female students in Zahedan during the 2023–2024 academic year. The sample comprised 60 female students from Namjoo School in Zahedan, who were initially selected through convenience sampling and subsequently randomly assigned to three groups of 20 participants, including two experimental groups (self-regulation training and resilience training) and one control group. The research instruments included the Academic Engagement Questionnaire developed by Schaufeli et al. (2002). Academic performance was assessed using students’ academic records from the first semester for the pretest and their second-semester academic records for the posttest. The first and second experimental groups participated in 12 sessions of 45 minutes each, receiving self-regulation and resilience training, respectively, whereas the control group received no intervention. Data were analyzed using analysis of covariance (ANCOVA). The results indicated that both self-regulation skills training and resilience training significantly improved students’ academic engagement and academic performance (**P < 0.01**). Therefore, teachers and school counselors can incorporate these components into educational programs as effective instructional approaches for improving students’ academic performance and academic engagement.