en رويكرد شناختي رفتاري Cognitive behavioral پژوهشي Original Research Article <p style="text-align: justify;"><strong>Objective:</strong> The current study aimed at investigating the role of patience and its components in predicting self-control among high school students in Shiraz, Iran.<br> <strong>Methods:</strong> The statistical population of the study included all high school students of Shiraz. Three hundred and thirty-two students (161 females and 171 males) were recruited via cluster sampling method. The subjects participated in the study by completing the patience scale for children and adolescents and self-control scale. To analyze the data, mean, standard deviation (SD), and Pearson correlation coefficient were used. Moreover, to investigate the role of patience and its components in predicting self-control, simultaneous multiple regression analysis was utilized.<br> <strong>Results:</strong> The results showed that patience total score and the components of transcendence, contentment, persistence, and hesitation positively and significantly correlated with self-control (P < 0.01). Patience total score also positively and significantly predicted self-control (&beta; = 0.58; P < 0.001). This variable explained 33% of the variance. Moreover, transcendence (&beta; = 0.18; P < 0.001), hesitation (&beta; = 0.27; P < 0.001), and persistence (&beta; = 0.35; P < 0.001) positively and significantly predicted self-control. These variables explained 36% of the variance.<br> <strong>Conclusion:</strong> According to the role of patience and its components in predicting self-control, it is recommended to utilize educational strategies of patience to enhance self-control among high school students. To emphasize the components of patience in teaching educational strategies of patience is also suggested.&nbsp;</p> Patience, Transcendence,Tolerance, Contentment, Persistence, Hesitationation 11 16 http://jpcp.uswr.ac.ir/browse.php?a_code=A-10-118-3&slc_lang=en&sid=1 Farhad Khormaei khormaei@shirazu.ac.ir Yes Department of Educational Psychology, School of Education and Psychology, Shiraz University, Shiraz, Iran. Azam Farmani azamfarmani3@gmail.com No Department of Psychology, Payam-e Noor University, Tehran, Iran. Farzane Yazdani azamfarmani3@gmail.com No Department of Educational Psychology, School of Education and Psychology, Shiraz University, Shiraz, Iran.