Purpose: The aim of this study was to compare the effectiveness of compassion and acceptance and commitment-based education (ACT) on academic self-efficacy and achievement motivation.
Materials and Methods: Since one of the main concerns of educational systems is to study and solve students' academic problems such as decreased or decreased academic motivation, it seems that these two methods can increase self-efficacy and Academic motivations help learners. This study was an experimental study with a pretest-posttest design with follow-up and control group. The study population was 11th grade male students in the fourth education district of Mashhad in the academic year 1401-1400. By cluster sampling method, one school was randomly selected from the schools that had at least four 11th grades and then three classes were randomly selected and replaced by drawing lots in three groups. The experimental groups were trained in 8 sessions of 90 minutes separately with methods of compassion and acceptance and commitment-based training (act) and the control group did not receive training. The research instruments were academic self-efficacy and achievement motivation questionnaires. Data were analyzed in SPSS25 software by repeated measures analysis of variance, univariate factor measurements and Beferroni post hoc test.
Findings: The results showed the effectiveness of both methods of compassion and education based on acceptance and commitment (ACT) in increasing academic self-efficacy and achievement motivation (P /0 0.001). Also, there was no significant difference between the two educational methods in increasing academic self-efficacy and achievement motivation (P <0.05).
Conclusion: According to the findings of the present study, to increase academic self-efficacy and achievement motivation of students can be used methods of compassion and education based on acceptance and commitment (act).