Background: One of the most commonly behavioral abnormalities is aggression. Children with aggressive behaviors encounter family, school and community with a variety of issues, for example, aggression reduces academic self-efficacy.

Aim: The present study was aimed at the effectiveness of self-encouragement training on reducing aggression and increasing the academic self-efficacy of high school students in Tabas.

Method: The present study is a semi-experimental two-group pretest-posttest design. The statistical populationwas all of high school male students of the first period (the ninth grade) in Tabas in the academic year of 2016-2017. To collect data, a sample of 30 people was selected by cluster random sampling. The tools used to achieve the research goals were academic self-efficacy questionnaire of McEilvey and Bunting (2002) and aggression questionnaire of Bass and Perry's (1992). Descriptive statistics such as mean, standard deviation and covariance analysis ofsingle variable and multivariate were used for data analysis.

Results: The results showed that the mean of aggression components was decreased and academic self-efficacy increased in experimental group compared to control group.

Conclusion: It can be concluded that self-encouragement training has been effective in decreasing aggression and increasing the academic self-efficacy in mothers of students with special learning disorder.

Keywords: Self-encouragement, aggression, academic self-efficacy