The present study aimed to compare the effectiveness of social competence training and social-emotional competence training on expectation stress and academic self-defeating behaviors in students. Quasi-experimental research was employed, utilizing a pretest-posttest control group design with two experimental groups and one control group. The statistical population comprised all secondary school students who referred to the counseling center
affiliated with the Department of Education in Gorgān, Iran, during the academic year2023-2024. Through purposive sampling, 45 students were selected and randomly assigned to two experimental groups and one control group (n=15 per group). The research tools included the Academic Expectation Stress Inventory (AES-I) developed by Ang and Huan (2006) and the Academic Self-Defeating Behaviors Scale by Cunningham (2007). Data were analyzed using multivariate analysis of covariance (MANCOVA) and the Least Significant Difference (LSD) post hoc test via SPSS software (version 26). The findings revealed significant
differences between the experimental and control groups regarding the effectiveness of the interventions on expectation stress and academic self-defeating behaviors (p‌<‌0.05). Furthermore, social-emotional competence training was more effective than social competence training in reducing both expectation stress and academic self-defeating behaviors. These results suggest that social-emotional competence training, by modifying attitudes, values, and behaviors, as well as enhancing self-esteem and social interactions, reduces expectation stress and academic self-defeating behaviors among students. Belief in one’s social and emotional abilities and competencies, along with a positive appraisal of events, serves as a significant predictor of resilience against academic stressors and challenges, thereby preventing academic decline and enabling students to cope more adaptively with stress through enhanced insight.