PROTOCOL: Key characteristics of effective preschool‐based interventions to promote self‐regulation: A systematic review and meta‐analysis

Atsushi Kanayama, Iram Siraj, Mariola Moeyaert, Kat Steiner, Elie ChingYen Yu, Katharina Ereky‐Stevens, Kaoru Iwasa, Moeko Ishikawa, Mehar Kahlon, Rahel Warnatsch, Andreea Dascalu, Ruoying He, Pinal P. Mehta, Natasha Robinson and Yining Shi

Campbell Systematic Reviews, 2024, vol. 20, issue 2

Abstract: This is the protocol for a Campbell Systematic Review. The objectives are as follows: The aim of this systematic review is to advance our understanding of the key characteristics of effective preschool‐based interventions designed to foster self‐regulation. To accomplish this, the review addresses the following questions: 1. What types of preschool‐based interventions have been developed to promote self‐regulation? 2. What is the average effect of these preschool‐based interventions on self‐regulation, focusing on four key constructs: integrative effortful control, integrative executive function, self‐regulation, and self‐regulated learning? 3. What characteristics—such as Resource Allocation, Activity Type, and Instruction Method—could potentially contribute to the effects of preschool‐based interventions in promoting self‐regulation?

Date: 2024
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https://doi.org/10.1002/cl2.1383

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Persistent link: https://EconPapers.repec.org/RePEc:wly:camsys:v:20:y:2024:i:2:n:e1383

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