University of Mohaghegh Ardabili Journal of School Psychology 22520821 12 4 2023 12 22 Effectiveness of Mindful Self-Compassion (MSC) program on school burnout, academic self-regulation, and resiliency in secondary school students Effectiveness of Mindful Self-Compassion (MSC) program on school burnout, academic self-regulation, and resiliency in secondary school students 109 124 2798 10.22098/jsp.2024.3199.5211 FA Boshra Abdollahi Master of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran. Omid Isanejad Associate Professor, Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran. 0000-0002-8993-1391 Journal Article 2022 02 16 <strong>Objective</strong> The aim of this study was to investigate the Effectiveness of Mindful Self-Compassion (MSC) program on school burnout, academic self-regulation and academic resilience in of high school students in Paveh.<br /><strong>Methods</strong> The study was quantitative, quasi-experimental and in the form of a psycho-educational group of pre-test-post-test and follow-up with the experimental and control groups and the follow-up was done two months apart. The statistical population of this study was female high school students in Paveh, from which a research sample of 40 people was randomly selected from those willing to cooperate and based on entry and exit conditions. The selected sample was replaced by a randomized block design in two groups (experimental and waiting). The research instruments used were the Academic Resiliency Questionnaire (ARI), Academic Self-Regulation Questionnaire (SRQ-4) and the School-Burnout Inventory (SBI). To analyze the data, descriptive statistics were used to summarize and display the data, and in inferential statistics, the Mixed ANOVA Between-Within Subject interaction design was used. SPSS25 software was also used in data analysis.<br /><strong>Results</strong> The results showed that teaching mindful self-compassion program were more effective on academic burnout, academic self-regulation, academic resilience in the experimental group compared to the control group.<br /><strong>Conclusion</strong> Accordingly, it can be concluded that mindful self-compassion is effective on burnout, academic resilience and academic self-regulation of high school students. <strong>Objective</strong> The aim of this study was to investigate the Effectiveness of Mindful Self-Compassion (MSC) program on school burnout, academic self-regulation and academic resilience in of high school students in Paveh.<br /><strong>Methods</strong> The study was quantitative, quasi-experimental and in the form of a psycho-educational group of pre-test-post-test and follow-up with the experimental and control groups and the follow-up was done two months apart. The statistical population of this study was female high school students in Paveh, from which a research sample of 40 people was randomly selected from those willing to cooperate and based on entry and exit conditions. The selected sample was replaced by a randomized block design in two groups (experimental and waiting). The research instruments used were the Academic Resiliency Questionnaire (ARI), Academic Self-Regulation Questionnaire (SRQ-4) and the School-Burnout Inventory (SBI). To analyze the data, descriptive statistics were used to summarize and display the data, and in inferential statistics, the Mixed ANOVA Between-Within Subject interaction design was used. SPSS25 software was also used in data analysis.<br /><strong>Results</strong> The results showed that teaching mindful self-compassion program were more effective on academic burnout, academic self-regulation, academic resilience in the experimental group compared to the control group.<br /><strong>Conclusion</strong> Accordingly, it can be concluded that mindful self-compassion is effective on burnout, academic resilience and academic self-regulation of high school students. https://jsp.uma.ac.ir/article_2798_d6c9dd0d3626785d8b37524b1fb836c7.pdf