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; Yining Shi

doi:10.1002/cl2.1383

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

Campbell Syst Rev. 2024 Apr 2;20(2):e1383. doi: 10.1002/cl2.1383. eCollection 2024 Jun.

Authors

Affiliations

¹ Department of Education University of Oxford Oxford UK.
² Department of Educational and Counseling Psychology The State University of New York Albany New York USA.
³ Bodleian Health Care Libraries University of Oxford Oxford UK.
⁴ Division of Educational Psychology and Methodology The State University of New York Albany New York USA.
⁵ Independent Researcher Ikeda Osaka Japan.
⁶ Graduate School of Human Sciences Osaka University Osaka Japan.
⁷ FirstSteps IB World School Chandigarh India.
⁸ Independent Researcher Cologne Germany.
⁹ Independent Researcher Oxford UK.
¹⁰ Division of the Social Sciences University of Chicago Chicago Illinois USA.
¹¹ School of Education University of Bristol Bristol UK.
¹² Department of Psychology University of Cambridge Cambridge UK.

Abstract

This is the protocol for a Cochrane 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?