Objective: The present study aimed to investigate the effectiveness of an educational package designed to reduce academic demotivation, based on communication and behavioral skills, on Academic self-defeating behaviors, and Academic aggression among Second High school Students.

Methods: This study employed a mixed-methods approach. The qualitative phase utilized a phenomenological design, while the quantitative phase adopted a quasi-experimental design with pre-test, post-test, and a control group. Participants in the qualitative phase were Second High school Students selected through purposeful sampling until theoretical saturation was reached. The quantitative phase involved 110 unmotivated male students from Dehgolan city, selected from the qualitative participants. Thirty students with scores above the cutoff point were randomly assigned to either the experimental or control group (15 students per group). The educational intervention was delivered to the experimental group over 12 sessions, each lasting 90 minutes. Qualitative data were collected via semi-structured interviews, and quantitative data were gathered using a researcher-developed questionnaire for academic aggression and academic self-defeating behaviors questionnaire. Qualitative data were analyzed using Braun and Clarke’s thematic analysis method, and quantitative data were analyzed using multivariate analysis of covariance.

Results: The findings indicated that, from the experts’ perspective, the educational package possessed adequate content validity. Moreover, analysis of covariance confirmed the statistically significant effect of the intervention on reducing academic aggression and academic self-defeating behaviors in the experimental group at the p<0.01 level.

Conclusions: Accordingly, this educational intervention can be employed as an effective instructional method for reducing students’ academic self-defeating behaviors and academic aggression.