The purpose of this study was to investigate the effect of mindfulness knowledge education on the motivation and academic achievement of second grade high school students in Tehran 5 district and 30 participant using stratified classification stratified classification method. The methodology of this research was quantitative and in terms of the fundamental goal. Measuring the variables of the research, the motivational beliefs and academic achievement questionnaires were performed as a pre-test and were replaced in two groups of 15 experimental and control groups that received a group-based mental-assisted group education test and the control group was not received. The results of covariance analysis indicated that knowledge-based education significantly increased the motivational beliefs and its components (self-efficacy, guidance, evaluation and anxiety testing). Mentally-based education has also been effective in improving the academic achievement of male students and improving their academic achievement.