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Introduction: Low academic performance is a common problem among students. Therefore, the implementation of psychological interventions in this group is of great importance. The aim of the present study was to determine the effectiveness of "Acceptance and Commitment Therapy" on academic buoyancy and psychological capital in students with low academic performance. 
Methods: The research method was semi-experimental with a pre-test-post-test-follow-up design of 2 months with a control group. The statistical population included all female students of the second secondary level of Borujerd city in the academic year of 2023-2024, among them, 30 people were selected by cconvenience sampling method and assigned to the intervention and control groups by simple random assignment. The research instruments included demographic questionnaire, “Academic Buoyancy Scale” and “Psychological Capital Questionnaire". Content validity of instruments was measured by qualitative method and reliability by internal consistency method by calculating Cronbach's alpha coefficient. After 8 sessions of " Acceptance and Commitment Therapy" for the intervention group, the data were analyzed in SPSS.22. 
Results: " Acceptance and Commitment Therapy” over time has been effective in increasing academic consistency (P=0.01, F=27.21) and psychological capital (P=0.01, F=89.44) in students. 
Conclusions:"Acceptance and Commitment Therapy" was effective in increasing academic persistence and psychological capital of students with low academic performance. It is suggested that in order to increase academic buoyancy and psychological capital, "Acceptance and Commitment Therapy" courses for knowledge Students will be held.