The present study aimed to investigate the relationship between cohesive self-knowledge and experiential avoidance with the mediating role of students' emotional self-awareness. The present study was descriptive, correlational, and based on structural equations. The statistical population included all students of Karaj Islamic Azad University in the academic year 1404-1405, from which 310 people were selected as a statistical sample based on the Morgan table and convenience sampling. The research tools included the Coherent Self-Knowledge Questionnaire (2008), Grant et al.'s Emotional Self-Awareness (2002), and the Multidimensional Experiential Avoidance Questionnaire of Gomez et al. (2011). The data were analyzed based on structural equation modeling and using AMOS version 20 software. The findings of the present study showed that the proposed model has a favorable fit. The results showed that cohesive self-knowledge and emotional self-awareness have an inverse and significant effect on experiential avoidance. Also, the direct effect of cohesive self-knowledge on emotional self-awareness was significant (P<0.01). Finally, with the inclusion of the emotional self-awareness variable in the model, the indirect effect of cohesive self-knowledge on students' experiential avoidance became positive and significant. As a result, it can be said that the two variables of cohesive self-knowledge and emotional self-awareness play a fundamental role in students' experiential avoidance and special attention should be paid to them.