Background and purpose: Self-regulated learning is among the most important topics in contemporary world and is considered as a fundamental concept in educational planning. Present study aimed to investigate the relationship between state metacognition and responsibility with academic self-regulation among high school female students.

Method: Current research was a correlational study. Population consisted of all the high school female students that were studying in high schools of Rasht City in 1393-94 academic year. Sample consisted of 283 students that were selected using random cluster sampling method, and completed Responsibility Questionnaire (Monireh Kordlou, 2006), State Metacognitive Inventory (O’Neil and Abedi, 1996), and Academic Self-Regulation Questionnaire (Connell and Ryan, 1987). Data analyzed using multivariate regression analysis in SPSS.

Results: Research findings showed significant positive correlations between academic self-regulation with responsibility and state metacognition and its subscales, including awareness, cognitive strategy, planning, and self-checking among students (p < 0.01). Moreover, responsibility and state metacognition could explain 20 percent of the variance of academic self-regulation.

Conclusion: According to our finding, self-regulated learning as an important factor in academic achievement can be gained through increasing responsibility level, planning, review, and knowing the students.