Purpose: The aim of this study was to compare the effectiveness of emotional-social competence training and mindfulness on students' academic well-being.
Materials and Methods: The statistical population of this study included all female high school students in District 7 of Mashhad in the academic year2020. To collect data, Educational well-being Questionnaire (2012) used was used. This research was a quasi-experimental study with a pre-test and post-test design with a control group in which 45 people who had lower scores in the dependent variable and wanted to participate in training sessions were selected as a sample and randomly divided into two experimental groups. And a control group (15 people in each group). One week after the pre-test for all three groups, one of the experimental groups was exposed to the independent variable of emotional-social competence training and the second group of experiments was exposed to mindfulness training and the control group did not receive any training and then Post-test was taken from all groups. In this study, in order to investigate the differences between groups, repeated measures analysis of variance of multivariate and univariate factors was used, taking into account the factor within the group (test) and intergroup (group membership).
Findings: The results showed that the training of emotional-social competence and mindfulness increases the academic well-being of female students. The results showed that there is no significant difference between the effectiveness of emotional-social competence training and mindfulness on academic well-being.
Conclusion: It can be concluded that emotional-social competence training and mindfulness are effective on academic well-being and there is no difference between their effectiveness.