RT - Journal Article T1 - The Effect of Educating Cognitive Self-compassion on Academic Well-being JF - Edu-Str-Med-Sci YR - 2018 JO - Edu-Str-Med-Sci VO - 11 IS - 4 UR - http://edcbmj.ir/article-1-1466-en.html SP - 17 EP - 22 K1 - cognitive self-compassion K1 - academic wellbeng K1 - students AB - 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. LA eng UL http://edcbmj.ir/article-1-1466-en.html M3 10.29252/edcbmj.11.04.03 ER -