The effectiveness of the Philosophy program on emotional self-regulation, social skills, and academic self-efficacy of elementary students

Document Type : Original Article

Authors

1 Assistant Proffessor, Department of Psychology, Adib Mazandaran Institute of higher education ,Sari, Iran

2 Master's degree in Educational Psychology, Adib Mazandaran Higher Education Institute (Sari).

3 Master's degree in General Psychology, Sari Branch, Islamic Azad University, Sari, Iran.

4 Department of Psycologhy Sari branch, Islamic Azad University, Sari, Iran.

10.48310/reek.2026.19036.1566

Abstract

The purpose of the current study was to investigate the effectiveness of philosophy education on emotional self-regulation, social skills, and academic self-efficacy among primary school students.
The research method was quasi-experimental with a pre-test/post-test design, including experimental and control groups. The statistical population consisted of all male students in the academic year 2023-2024. The sample included 40 male students from Sari city, divided into two groups: 20 in the experimental group and 20 in the control group. Participants were initially selected via convenience sampling and then randomly assigned to the groups. Data were collected using the Emotional Self-Regulation Questionnaire (ESRO), the Matson Social Skills Questionnaire, and Morgan et al.’s (1999) Academic Self-Efficacy Scale. The collected data were analyzed using SPSS-23 software and multivariate analysis of covariance (MANCOVA).
The philosophy education program significantly improved emotional self-regulation, positive social skills, negative social behaviors, aggression, impulsive behaviors, and academic self-efficacy in students (p<0.001). However, it had no significant effect on superiority-seeking (p=0.607).
Based on the results, philosophy education plays an effective role in enhancing students' emotional and social skills and ultimately contributes to their academic success.

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