Introduction: As they approach the national university entrance exam, students are exposed to significant psychological and emotional pressures that can negatively affect their self-concept. Compassion-Focused Therapy (CFT), which aims to reduce self-criticism and strengthen self-kindness, is considered one of the modern psychotherapeutic approaches that can effectively improve constructs such as self-concept. Accordingly, the present study aimed to examine the effect of Compassion-Focused Therapy on the self-concept of students preparing for the entrance exam.
Method: This research was conducted using a quasi-experimental design. The statistical population included all 12th-grade students studying in District 1 of Sari's Department of Education during the academic year 2023–2024. Using simple random sampling, 50 students were selected and randomly assigned to an experimental group (25 students) and a control group (25 students). The data collection tool was the Raj Kumar Saraswat Self-Concept Questionnaire (1981), which had its content and face validity confirmed by experts. The Cronbach’s alpha coefficient for self-concept was calculated at 0.89.
Results: The results of the univariate analysis of covariance (ANCOVA) showed that Compassion-Focused Therapy significantly affected the students’ self-concept as they approached the entrance exam.
Conclusion: Overall, the findings of this study confirm the effectiveness and necessity of implementing compassion-based approaches in educational and psychological interventions for students facing high-stress situations such as university entrance exams. This approach, by fostering an internal sense of safety, reducing self-criticism, and increasing self-acceptance and self-kindness, leads to cognitive restructuring and ultimately enhances self-concept.