Abstract Background and objective: The human brain has special applications for improving learning, and the use of brain-compatible learning improves students' learning experiences. The purpose of the present study was to determine the effectiveness of brain-compatible learning on students' academic self-concept and academic self-efficacy. Materials and Methods: To evaluate the effectiveness of this method, a quasi-experimental design with pre-test-post-test was used, along with a control group. The statistical population of the study was all male high school students in the first district of Maragheh in 1401-402, numbering 1500. From the aforementioned population, 30 students were selected as samples using cluster random sampling method. These individuals were randomly assigned to two experimental and control groups. After the subjects were randomly assigned, the academic self-concept and academic self-efficacy questionnaire were administered to members of both groups in the pre-test. Then, the experimental group participated in eighteen brain-compatible learning training sessions, but the control group did not receive any intervention. After the training sessions, the post-test was administered and a follow-up was conducted after one month. The data were analyzed using the statistical method of analysis of covariance. Results: The findings showed a significant difference in academic self-concept and academic self-efficacy scores in the two groups (P≤0.01), so the average scores of academic self-concept and academic self-efficacy of the experimental group in the post-test and follow-up stages were higher than those of the control group. Conclusion: From the findings, it can be concluded that brain-compatible learning has an effect on students' self-efficacy and self-concept, and this study has recommendations for psychologists, counselors, parents, and teachers in the field of effective use of the self-monitoring method.
