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Volume 28, Issue 1 (Spring 2026)
Advances in Cognitive Sciences 2026, 28(1): 30-49 |
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Ethics code: IR.BASU.REC.1403.069
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Azadi E, Kord Noghabi R, Yaghoobi A, Afzali A. The impact of a wisdom-based educational program on metacognitive skills, emotion regulation strategies, and ethical decision-making. Advances in Cognitive Sciences 2026; 28 (1) :30-49
URL: http://icssjournal.ir/article-1-1778-en.html
URL: http://icssjournal.ir/article-1-1778-en.html
1- PhD Student of Educational Psychology, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran
2- Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran
3- Associate Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran
2- Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran
3- Associate Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran
Abstract: (854 Views)
Introduction: Wisdom scholars contend that numerous individual, social, and global crises arise from human unwisdom, positioning the cultivation of wisdom as a core mission of educational systems. Addressing this need, the present study examined the effect of a wisdom-based educational program on metacognitive skills, emotion regulation strategies, and moral decision-making.
Methods: A quasi-experimental pretest–posttest–follow-up design with a control group was used. The sample included 60 sixth-grade students from non-profit schools in Hamadan, Iran, selected through convenience sampling. After eligibility screening, participants were randomly assigned to the experimental (n=30) or control group (n=30). The experimental group received a 30-session intervention (45 minutes each), while the control group continued routine educational activities. Instruments included the O’Neil and Abedi Metacognitive Skills Questionnaire, the Shields and Cicchetti Emotion Regulation Checklist, and the Starkey et al. Moral Decision-Making Test. Data were analyzed using repeated-measures MANOVA in SPSS-26.
Results: Post hoc analyses indicated that, at both posttest and follow-up, the program produced significant improvements across subscales in the experimental group relative to controls (P<0.05). For metacognitive skills, significant effects emerged in metacognitive awareness, cognitive strategy, planning, and self-monitoring. For emotion regulation, findings showed significant reductions in emotional lability and situationally inappropriate expression, alongside gains in self-awareness, control of negative emotions, and emotional flexibility. Moral decision-making scores likewise improved significantly (P<0.05).
Conclusion: A multidimensional wisdom-based educational program can enhance metacognitive skills, emotion regulation, and moral decision-making. Educational systems, training centers, and counseling services should therefore prioritize and implement wisdom-based interventions.
Methods: A quasi-experimental pretest–posttest–follow-up design with a control group was used. The sample included 60 sixth-grade students from non-profit schools in Hamadan, Iran, selected through convenience sampling. After eligibility screening, participants were randomly assigned to the experimental (n=30) or control group (n=30). The experimental group received a 30-session intervention (45 minutes each), while the control group continued routine educational activities. Instruments included the O’Neil and Abedi Metacognitive Skills Questionnaire, the Shields and Cicchetti Emotion Regulation Checklist, and the Starkey et al. Moral Decision-Making Test. Data were analyzed using repeated-measures MANOVA in SPSS-26.
Results: Post hoc analyses indicated that, at both posttest and follow-up, the program produced significant improvements across subscales in the experimental group relative to controls (P<0.05). For metacognitive skills, significant effects emerged in metacognitive awareness, cognitive strategy, planning, and self-monitoring. For emotion regulation, findings showed significant reductions in emotional lability and situationally inappropriate expression, alongside gains in self-awareness, control of negative emotions, and emotional flexibility. Moral decision-making scores likewise improved significantly (P<0.05).
Conclusion: A multidimensional wisdom-based educational program can enhance metacognitive skills, emotion regulation, and moral decision-making. Educational systems, training centers, and counseling services should therefore prioritize and implement wisdom-based interventions.
Keywords: Wisdom-based educational program, Metacognitive skills, Emotion regulation strategies, Moral decision-making
Type of Study: Research |
Received: 2025/04/18 | Accepted: 2026/06/30 | Published: 2026/09/6
Received: 2025/04/18 | Accepted: 2026/06/30 | Published: 2026/09/6
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