The significant prevalence of internalizing behavioral problems among students and their detrimental consequences on emotions and cognitive functions highlight the need for innovative interventions to improve emotional regulation and cognitive processes. The present study aimed to determine the effectiveness of intervention based on Aesthetics on anxiety and metamemory in students with internalizing behavioral problems. The intervention was designed based on a thematic analysis of authentic texts in aesthetics, and its content validity was confirmed using Lawshe's (1975) method and the Content Validity Index (CVI). A quasi-experimental design with a pretest-posttest and control group was employed. The statistical population included female fourth- and fifth-grade elementary students in Isfahan during the 2024-2025 academic year, from whom 30 students were selected through purposive sampling using the Rutter Children's Behavior Questionnaire—Teacher Form (Rutter, 1967) and randomly assigned to experimental and control groups (15 participants each). Research instruments included the Spence Children's Anxiety Scale (Spence, 1997) and the Multifactorial Memory Questionnaire (Troyer & Rich, 2002), completed before and after the intervention. The experimental group received an aesthetics-based intervention consisting of eight 60-minute sessions over two months. Data were analyzed using analysis of covariance with SPSS. The findings indicated that the intervention significantly reduced anxiety in the experimental group compared to the control group (P < 0.05), but had no significant effect on metamemory (P > 0.05). This finding confirms the emotion regulation function of aesthetics and highlights the necessity of integrating it with direct instruction in metacognitive strategies for improving higher-order cognitive functions.