Comparison of the Effectiveness of Mindful Self-Compassion Training and Cognitive-Behavioral Therapy on Self-Esteem and Psychological Symptoms in Students with Academic Failure

<title>Abstract</title> <p> <bold>Objectives:</bold> Academic failure is associated with psychological consequences including decreased self-esteem and increased anxiety, stress, and depression. This study aimed to compare the effectiveness of a Mindful Self-Compassion (MSC) training program with Cognitive-Behavioral Therapy (CBT) on these variables in students with academic failure. <bold>Methods:</bold> This quasi-experimental study employed a pretest-posttest design with a two-month follow-up period. Forty students with academic failure from Kermanshah University of Medical Sciences were randomly assigned to two groups: MSC (n=20) and CBT (n=20), receiving eight 90-minute sessions. Instruments included the Coopersmith Self-Esteem Inventory, the Depression, Anxiety, and Stress Scale (DASS-21), and the Self-Compassion Scale (SCS). Data were analyzed using repeated measures ANOVA in SPSS-25. <bold>Results:</bold> Both interventions led to significant increases in self-esteem and significant reductions in depression, anxiety, and stress symptoms (*p* &lt; .001), with no significant difference between the two approaches (*p* &gt; .05). The MSC program produced significantly greater increases in self-compassion compared to CBT (*p* = .011). Therapeutic effects were maintained at the two-month follow-up. <bold>Conclusions:</bold> Both interventions are effective. Given the equivalent effectiveness and the advantage of the MSC program in enhancing self-compassion, it can be utilized as an efficient intervention in university counseling centers. </p>