The aim of the study was to investigate the effectiveness of teaching personal information management using the flipped classroom method on reducing information anxiety and academic procrastination among students of Farhangian University. In terms of purpose, this research is applied, and based on the data collection method, it is a quasi-experimental study with a pre-test and post-test design with a control group. The research population consisted of all students at Farhangian University,from which 30 individuals were selected through simple random sampling and randomly assigned to two groups: an experimental group (15 individuals) and a control group (15 individuals). The tools used for the pre-test and post-test included the questionnaire developed by Imanzadeh and Morandi Heydarloo (2023) and the Academic Procrastination Scale by Solomon and Rothblum (1984). The designed training package, after approval by the respected advisors and experts in the field of information science, was confirmed for content validity. The training package was delivered to the experimental group in 10 sessions of 60 minutes each. In the descriptive statistics section, indicators such as frequency, mean, and standard deviation of scores were used, and in the inferential statistics section, multivariate analysis of covariance (MANCOVA) was employed to analyze the data. The findings of the study indicated a significant difference between the mean post-test scores of the experimental and control groups in the variables of information anxiety and academic procrastination, demonstrating that teaching personal information management using the flipped classroom method was effective in reducing information anxiety and academic procrastination among students.