Introduction: One of the factors that have a negative effect on students' academic performance is the lack of academic hope and academic Engagement. The present study was conducted to determine the effectiveness of acceptance and commitment based group therapy on students' academic hope and academic achievement.
Methods: The present study was a quasi-experimental study with pretest-posttest control group. The study population consisted of all female high school students in Birjand in the year 2019-2020. 34 out of all eligible people were selected by convenience sampling method and then were randomly divided into two groups of 17 experimental and control groups; Responded to the Khorrami and Lumbar Education Questionnaire (2018) and academic Engagement of Wang et al. (2011). Then, the experimental group participated in eight sessions of 60 minutes of acceptance and commitment group therapy sessions, while the control group did not receive this training. Pre-test and post-test data were analyzed by univariate and multivariate analysis of covariance at the significant level α = 0.05.
Results:  The results showed that after intervention there was a significant difference between the mean scores of the control group and the experiment in hope of education, academic Engagement and its components (P≤0.001).
Conclusion: Based on the findings, it can be concluded that teaching group therapy based on Acceptance and Commitment Therapy can provide a basis for increasing the hope of education, academic Engagement and its components in students.