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The purpose of the present study has been to evaluate the effectiveness of rational emotive behavior therapy (REBT) in decreasing the academic burnout and increasing the academic buoyancy of female students. A quasi-experimental research method with a pretest, posttest, and control group has been used in this study. The statistical population of the study comprised all second-grade high school students. The dependent variables in this study have been the academic burnout and buoyancy, which were evaluated by Salmela-Aro and Naatanens Academic Burnout Inventory and Martin and Marshs Academic Buoyancy Inventory. The results have shown that Elliss rational emotive behavior therapy (REBT) has been effective in reducing the academic burnout and its triple dimensions and increasing the academic buoyancy in the experimental group.