Purpose: This research aimed to investigate the effectiveness of 
academic counseling based on the cognitive-behavioral approach on 
resilience, motivation, and academic emotions of students with 
academic failure. 
Materials and Methods: In terms of the purpose of the present 
research, it was a quasi-experimental study with a pre-test and posttest design with an experimental group and a control group. The 
statistical population of this research is all the students of boys' high 
schools in the 12th district of Tehran, the second grade of the second 
round, in the academic year of 2019-1400. Among them, 30 were 
selected by purposive sampling, 15 were equally assigned to the 
control group, and 15 to the experimental group. In order to collect 
data, the research measurement tools included Vallerand’s academic 
motivation questionnaire, Pekrun et al.'s (2002) academic emotions 
questionnaire, and Martin and Marsh's (2009) academic resilience 
questionnaire. The subjects of both groups completed the 
questionnaires at the beginning of the research. Then the 
experimental group received academic counseling based on the 
cognitive-behavioral approach, while the control group did not 
receive any intervention. After the end of the interventions, both 
groups completed the questionnaires again. Analysis of the data 
obtained from the research was done in two descriptive (mean and 
standard deviation) and inferential parts. In the descriptive part, 
frequency distribution tables were used, and in the inferential part, 
data analysis was done with the covariance analysis method to check 
the differences between and within groups. SPSS software version 
25 was used for the statistical analysis of data. 
Findings: The results of covariance analysis showed that academic 
counseling based on a cognitive behavioral approach had a 
significant effect on academic resilience (F = 20.11), academic 
motivation (F = 42.22) and academic emotions (F = 34.88) (P<0.01). 
Conclusion: Academic counseling based on a cognitive-behavioral 
approach can improve academic resilience, academic motivation 
and academic emotions of students with academic failure. 
Therefore, it is suggested to use this approach to control emotions 
and increase the motivation and resilience of students in schools 
through group training.