This study set out to compare the effectiveness of multidimensional cognitive- motivational intervention and mindfulness training on academic self-efficacy and achievement goal orientation of female elementary school students. This quasi-experimental research had a pretest-posttest control group design with a one-month follow-up session.  The statistical population of the study comprised all female elementary school students in Nahavand in 2020-21 school year. In order to draw the sample, cluster sampling method was utilized and 45 students were selected and randomly assigned to three groups of 15 individuals (a control and two experimental groups). The first experimental group received Martin's motivational strategies for learning intervention (2008) for six 45-minute sessions and the second experimental group received Burdick's mindfulness intervention (2014) for ten 45-minute sessions. To collect data, Zajacova's Academic Self-Efficacy Questionnaire and Midgley's Achievement Goal Orientation Scale were used. Data were analyzed using repeated measures ANOVA. Results demonstrated that both interventions were effective in increasing students' academic self-efficacy and achievement goal orientation. In addition, the effect of mindfulness program was significantly higher on academic self-efficacy compared to the cognitive-motivational intervention; however, no difference was observed in achievement goal orientation between the two intervention programs. Finally, the follow-up test showed the stability of the results over time. Hence, it seems that these two interventions can be used to enhance academic self-efficacy and achievement goal orientation of elementary school students.