BACKGROUND: The period of adolescence is a crucial phase of development marked by significant transformations in emotional experiences, cognitive processes, and social interactions. Throughout this stage, individuals encounter diverse challenges that can influence their psychological well-being and academic performance. Existing research has highlighted the importance of trait meta-mood, which involves the ability to understand and regulate one's own emotions, in shaping overall functioning during adolescence. However, there is a lack of comprehensive interventions specifically focusing on enhancing trait meta-mood in this population. Thus, this study aims to address this gap by investigating the effectiveness of an intervention program designed to improve trait meta-mood in adolescents. PURPOSE: The purpose of this study is to evaluate the effects of the intervention program on academic achievement, psychological well-being, and trait meta-mood in adolescents. METHODS: The study employed a pre- and post-experimental design. Participants included adolescents aged 15-17 years. The intervention program consisted of a series of workshops and activities aimed at promoting self-awareness, emotional regulation, and positive cognitive strategies. Pre- and post-intervention measures were used to assess academic achievement, psychological well-being, and trait meta-mood. RESULTS: The findings of this study indicate that the intervention program significantly enhanced academic achievement, psychological well-being, and trait meta-mood of adolescents. Participants who underwent the intervention demonstrated improved self-awareness, emotional regulation skills, and positive cognitive strategies. Moreover, these improvements were associated with higher levels of psychological well-being and academic achievement. CONCLUSION: The results suggest that the intervention program designed to enhance trait meta-mood in adolescents is effective in improving academic achievement, psychological well-being, and trait meta-mood. The findings highlight the importance of promoting self-awareness, emotional regulation, and positive cognitive strategies in interventions targeting adolescents, as they contribute to overall well-being and academic success.