Introduction: The purpose of the present study is to the effect of educating cognitive self-compassion on academic wellbeing of secondary school students in Shahrekord.
Methods: The research methodology was semi-experimental with pre-test and post-test design with control group. The statistical population of the current study included all female high school sophomores in ShahreKord during the academic year of 2017-18. The sample size was 40 with random substitution in two groups of experimental (20) and control (20) people. The experimental group was trained under the cognitive self-compassion strategy. The tools for collecting data were Stress Questionnaire due to the Of Academic wellbeing Tuominen-Soini et al (2012). Inferential statistics of multivariate covariance analysis was used to analyze the data
Results: The results of data analysis showed that cognitive self-censorship education has a significant effect on reducing academic burnout and increasing involvement in school homework, school value and academic satisfaction (P < 0.01).
Conclusions: As a consequence, according to the results of the present study, paying attention to cognitive self-compassion in schools is considered highly significant and is known as an important factor in reducing student academic burnout and increasing involvement in school homework, school value and academic satisfaction.