comparing the effectiveness of emotional intelligence and self-compassion training on mental well-being and academic self-concept of high school students in hamedan

Purpose: the purpose of this research was to compare the effectiveness of emotional intelligence training and self-compassion practices on mental well-being, academic vitality, and academic self-concept among female high school students in hamedan.methodology: the research method was a semi-experimental three-group design (two experimental groups and one control group) with pre-tests and post-tests. the sample was selected using multi-stage cluster sampling from the population of female high school students in hamedan in the academic year 2023-2024, with 60 individuals randomly chosen (20 in the first experimental group, 20 in the second experimental group, and 20 in the control group). measurement tools included the keyes and magyar-moe (2003) mental well-being scale and the liu and wang (2005) academic self-concept questionnaire. mancova test and its assumptions were used to test the research hypotheses. anova (one-way analysis of variance) with box plot and post-hoc tests like tukey and scheffé were employed for multiple comparisons in the post-test using spss version 23.findings: the results showed that both emotional intelligence training and self-compassion practices are effective in improving the mental well-being and academic self-concept of female high school students in hamedan. additionally, it was found that self-compassion training is more effective than emotional intelligence training in enhancing academic self-concept, but there is no significant difference in the effectiveness of emotional intelligence training and self-compassion practices on mental well-being.conclusion: psychologists can help students gain more awareness of their emotions and learn how to deal with them, set meaningful and achievable goals, increase academic vitality and motivation through realistic goals aligned with personal interests, and strengthen their academic self-confidence. students should be taught how to cope with educational stress and anxiety, find creative solutions, and learn to utilize available resources and supports.