en Learning and Memory, Dementia, Alzheimer پژوهشي Research Article <div style="text-align: justify;"><span style="font-size:12px;"><span style="font-family:Tahoma;"><span style="line-height:normal"><b><span lang="FR"><span style="color:black">Background and Objective: </span></span></b><span lang="FR">The human brain has special applications for improving learning, and the use of Brain-compatible Learning enhances students&#39; learning experiences. Therefore, the present study aimed to determine the effectiveness of Brain-compatible Learning on students&#39; academic self-concept and academic self-efficacy.<span style="color:black"></span></span></span><br> <span style="line-height:normal"><b><span lang="FR">Materials and Methods: </span></b><span lang="FR">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 consisted of all male high school students (n=1,500) in district one of Maragheh, Iran, in 2022-2023. From the aforementioned population, 30 students were selected as samples using a cluster random sampling method. These individuals were randomly assigned into two experimental and control groups. After the participants were randomly assigned, the academic self-concept and academic self-efficacy questionnaires were administered to members of both groups in the pre-test. Then, the experimental group participated in 18 Brain-compatible Learning training sessions, while the control group received no 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. <span style="font-family:Optima"></span></span></span><br> <span style="line-height:normal"><b><span lang="FR">Results:</span></b> <span lang="FR">The findings showed a significant difference in academic self-concept and academic self-efficacy scores in the two groups (P</span><span lang="FR">&le;</span><span lang="FR">0.01). Therefore, 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.</span></span><br> <b><span lang="FR"><span style="line-height:110%">Conclusion:</span></span></b> <span style="line-height:110%">The results suggest that Brain-compatible Learning mechanisms, such as engaging multiple sensory modalities and creating emotionally supportive environments, foster more positive self-beliefs (self-efficacy) and self-perceptions (self-concept) among students, as supported by statistically significant data obtained in this research.</span></span></span></div> Academic self-concept, Academic self-efficacy, Brain-compatible learning 146 152 http://ajnpp.umsha.ac.ir/browse.php?a_code=A-10-986-1&slc_lang=en&sid=1 Ali Afshari aliafshari.psy@gmail.com 10031947532846008033 10031947532846008033 Yes Department of Psychology, Faculty of Humanities, University of Maragheh, Maragheh, Iran