Introduction: This study aimed to investigate the effectiveness of self-efficacy counseling on academic motivation, personal identity, and academic burnout in middle school students.

Methods: This pre-test-post-test control group design study was conducted on all female middle school students in Meybod in the academic year 2021-2022. A convenience sample of 30 students was randomly assigned to two groups of 15 (experimental and control). Participants completed the Sherer et al. (1982) Self-Efficacy Scale, the Vallerand et al. (1992) Academic Motivation Scale, the Berzonsky (1989) Identity Style Inventory, and the Ang and Huan (2006) Academic Burnout Scale. After group assignment, the experimental group received a 10-session, 90-minute self-efficacy counseling protocol. A follow-up was conducted one month after the post-test. Data were analyzed using SPSS version 26 and repeated measures ANOVA.

Results: The findings revealed that self-efficacy counseling significantly increased mean scores of academic motivation (P < 0.001), personal identity, informational identity, normative identity, and identity commitment, while decreasing mean scores of identity diffusion/avoidance (P < 0.001). Additionally, the intervention significantly reduced academic burnout in middle school students (P < 0.001). The follow-up study indicated the sustainability of the intervention's effects over time (P < 0.001).

Conclusion: The results support the effectiveness of self-efficacy counseling in enhancing academic motivation, personal identity, and reducing academic burnout among middle school students.