Purpose: In today's era, education and education in general 
form an important part of people's lives. In addition, the 
quality and quantity of education plays an important role in the 
future of people. The present study was conducted by 
comparing the effectiveness of Adlerian group counseling and 
dialectical behavior therapy in academic vitality, social 
adequacy and life expectancy of unsuccessful male students in 
Zanjan. 
Materials and Methods: The current research design is 
applied and its method is semi-experimental. The statistical 
population of this research includes 587 male high school 
students who failed in the entrance exam of 2020, of which 45 
were voluntarily selected and randomly divided into three 
groups of 15 (one control group and two experimental groups). 
In the first group, the intervention was based on the Adlerian 
group counseling protocol, and in the second group, the 
intervention was based on the group dialectical behavior 
therapy protocol, and the third group, as a control group, did 
not receive any intervention. The required data were collected 
in three periods: pre-test, post-test and follow-up. The tools of 
this research were used in all three stages of the academic 
vitality questionnaire (Dehghanizadeh and Chari, 2013) based 
on the academic vitality scale (Martin and Marsh, 2006). Data 
analysis was done using repeated measure analysis of variance 
by SPSS-24 software. 
Findings: The effect of dialectical behavior therapy method 
on academic vitality, social adequacy and life expectancy of 
students was more than Adlerian group counseling method 
(P<0.001). 
Conclusion: Based on the findings of this research, it can be 
concluded that dialectical behavior therapy can be used to 
restore academic vitality, social adequacy and life expectancy 
in students who have experienced academic failure.