Background and Purpose: Math self-concept and academic stress are an important factor in students' performance. The purpose of this study was to investigate the effectiveness of training verbal self instruction on academic stress and math self-concept.

Method: The research method was semi-experimental with pretest-posttest-follow up design with control group. The population of this study was all female students in the first period Ilkhichi secondary schools were enrolled in the academic year 2015-2016. The sample consisted of 40 students who were selected by multistage cluster sampling and randomly divided into two groups (N = 20) and control (N = 20) assigned. The experimental group had 7 session of training verbal self instruction. Math self-concept and academic stress scale used to data gathering. The data was analyzed by covariance statistical method.

Results: Findings indicated that training verbal self instruction has an impact on math self-concept and academic stress high school students. In fact verbal self instruction decrease academic stress and increase math self-concept n in students (0.001>P).

Conclusion: The findings need serious attention from policy makers and officials to the issue of math self-concept and academic stress of students is shown.