Background: Numerous studies have examined students' academic motivation and academic achievement motivation. However, research that has addressed the indigenous pattern of academic counseling based on the study of motivational concepts in students' experiences based on academic motivation has been neglected. Aims: The aim of the present study was to investigate the effect of the native pattern of academic counseling based on the study of motivational concept in lived experiences and its effect on students' academic motivation. Method: The research was pre-test-post-test with control group. The statistical population of Kermanshah secondary school students was in the academic year of 2018-2019, 60 students were selected as a sample by cluster sampling method and were randomly assigned to two control and experimental groups (30 people). The research tools were: Educational Motivation Questionnaire of Valerand et al. (1985) and Educational Protocol, Indigenous Model of Academic Counseling Based on the Study of Motivational Concept in the Experiences of Researcher Students (2018). Data analysis was performed using analysis of covariance. Results: The indigenous model of academic counseling based on the study of motivational concept was effective in living experiences on students' academic motivation at the level of (p< 0/01). Conclusions: Students who participated in the Indigenous Counseling Pattern training sessions based on the study of the motivational concept gained more academic motivation