Predicting Students’ Moral Behavior Based on Spiritual Intelligence and Metacognitive Knowledge: The Mediating Role of Psychological Capital among Female Senior High School Students
Keywords:
Ethical Behavior, Spiritual Intelligence, Metacognitive Knowledge, Psychological CapitalAbstract
Introduction and Aim: Moral behavior during adolescence emerges from the interaction of cognitive, spiritual, and positive psychological resources, and identifying its underlying mechanisms may contribute to more effective educational interventions. This study aimed to predict students’ moral behavior based on spiritual intelligence and metacognitive knowledge, considering the mediating role of psychological capital.
Methodology: This descriptive-correlational, cross-sectional study employed structural equation modeling. The statistical population comprised female senior high school students in Bojnord during the 2022–2023 academic year, from whom 430 students were selected using cluster random sampling. Data were collected using questionnaires assessing moral behavior, spiritual intelligence, metacognitive knowledge, and psychological capital. Data analysis included Pearson correlation and structural equation modeling using SPSS and AMOS, while indirect effects were examined through bootstrapping.
Findings: Structural equation modeling indicated that the final model had a satisfactory fit (χ²/df=2.14, RMSEA=0.049, IFI=0.93, CFI=0.94, and GFI=0.98). All factor loadings exceeded 0.50 and were statistically significant. The indirect effects of spiritual intelligence and metacognitive dimensions on moral behavior through psychological capital were significant, including self-awareness (p=0.031), morality (p=0.027), positive beliefs (p<0.001), uncontrollability (p<0.001), cognitive confidence (p<0.001), thought control (p<0.001), and cognitive self-awareness (p=0.019). Overall, the predictor variables explained 46% of the variance in moral behavior.
Conclusion: Spiritual intelligence and metacognitive knowledge appear to contribute more effectively to moral behavior when students possess adequate positive psychological resources. Psychological capital therefore functions as an important mediating mechanism through which spiritual and metacognitive capacities are translated into moral action. Educational interventions aimed at promoting moral behavior should consequently integrate the development of spiritual intelligence and metacognitive skills with the enhancement of hope, self-efficacy, resilience, and optimism.
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Copyright (c) 2025 Seyedeh Sakineh Razavi (Author); Ali Asghar Saraei; Masoumeh Eslami (Author)
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