The aim of the present study was to compare the effectiveness of mindfulness training based on reducing muscular psychological tension and time management skills training on academic engagement. The research method was quasi-experimental with a pretest-posttest design and a one-month follow-up. The statistical population consisted of all female junior secondary school students in Rey County, from whom 45 students were selected, through screening based on pretest results, and randomly assigned to two experimental groups and one control group (15 each). The first experimental group received mindfulness training based on reducing muscular psychological tension for eight sessions, and the second experimental group received time management skills training for ten sessions. Data were collected using the Academic Engagement Questionnaire (Schaufeli et al., 2002). Repeated-measures analysis showed that both mindfulness training and time management skills training were effective in improving students' academic engagement; however, time management training was more effective than mindfulness training in terms of overall academic engagement, enthusiasm for study, dedication to study, and absorption in study. The follow-up test also showed the stability of the intervention effects over time. It can therefore be concluded that appropriate educational interventions in academic processes lay the groundwork for increasing students' academic engagement.