Background: Personal intelligence is the ability to understand and regulate emotions relying on a sense of self-awareness.  The present study aimed to compare the effect of spiritual intelligence and personal intelligence training on the adaptability, responsibility, and legitimacy of students.
Materials and Methods: This experimental study was conducted based on a pre-posttest design with a control group. The statistical population of the study included 160 individuals within the age range of 14-16 years in the academic year 2018. In the current study,  the education office of the region called for cooperation, and 60 students were selected by random sampling from among the volunteers who were willing to participate. The participants were assigned to three groups of spiritual intelligence (n=20), personal intelligence (n=20), and control group (n=20); thereafter, the experimental groups were subjected to 10 training sessions. The data collection instruments included the social compatibility questionnaire developed by Pekol and Weisman and responsibility and legitimacy questionnaire designed by Alipour. The obtained data were analyzed in SPSS software using multivariate covariance.
Results: As evidenced by the results of the current study, spiritual intelligence and personal intelligence training had a significant impact on compatibility, responsibility, and legitimacy of students (P<0.05). Two-by-two comparison of intervention methods of spiritual intelligence and personal intelligence training indicated that personal intelligence training improved students' compatibility, responsibility, and legitimacy. Furthermore, it was found that personal intelligence training had a more dramatic impact on compatibility, responsibility, and legitimacy of the students, compared to spiritual intelligence.
Conclusion: It can be concluded that spiritual intelligence and personal intelligence training increased the compatibility, accountability, and legitimacy of 14-16-year-old students.