The present study aimed to investigate the effectiveness of self determination skills training on academic buoyancy and subjective well being in adolescents. A quasi experimental pretest posttest design with a control group and a follow up phase was employed. The statistical population consisted of male junior high school students in Mashhad during the 2024 2025 academic year. From this population,40 students were selected using convenience sampling and then randomly assigned to an experimental group (n = 20) and a control group (n = 20). The assessment instruments included the Academic Buoyancy Scale Martin and Marsh (2008)and the Subjective Well-Being Scale Keyes and Magyar-Moe (2003). The experimental group received training based on the protocol by Field and Hoffman (1994) over ten sessions. Data were analyzed using mixed ANOVA and Bonferroni post hoc test. The results of the mixed ANOVA indicated that self determination training, compared to the control group, led to a significant increase in academic buoyancy (F = 10.777, p < 0.001, η² = 0.221) and subjective well being (F = 28.299, p < 0.001, η² = 0.427). Furthermore, the intervention effects remained stable at the follow up stage, and no significant difference was observed between the post test and follow up scores. Therefore, it can be concluded that self determination training is not only an effective approach for simultaneously enhancing adolescents' academic buoyancy and subjective well being, but also, given the durability of its effects, it is applicable as a structured educational program and a school based psychological intervention.