Introduction: Academic resilience and academic fascination are very important factors that have a significant effect on educational outcomes. Emotional self-control is also an important life skill that is associated with positive outcomes in many aspects of life; Therefore, this study was conducted to determine the effectiveness of emotional self-control on students' academic resilience and academic flow.

 Method: This study was a quasi-experimental with pretest-posttest design with control group and follow-up stage. The statistical population included all high school male students in Birjand in the academic year 1399-1398 that 40 people were selected by purposive sampling and randomly divided into two groups of experimental and control (20 people in each group). The experimental group received 8 sessions of 60 minutes of emotional self-control training, but the control group did not receive any training. Research instruments included the Samuels (2004) Academic Resilience Scale and the Martin & Jackson (2008) Academic Fascination Scale. Data were analyzed by using SPSS software version 24 and analysis of variance with repeated measures of two-way at the significance level of α = 0.05.

 Findings: The Findings showed that emotional self-control training was effective on academic resilience and academic fascination (p <0.01). These results were continued in the follow-up period (p <0.01).

 Results: Considering the effectiveness of emotional self-control training program on academic resilience and academic fascination, the use of emotional self-control training as a complementary method of school curricula to increase students' academic resilience and academic fascination is recommended.