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

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 t...

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Published inCampbell systematic review Vol. 20; no. 2; pp. e1383 - n/a
Main Authors Kanayama, Atsushi, Siraj, Iram, Moeyaert, Mariola, Steiner, Kat, Yu, Elie ChingYen, Ereky‐Stevens, Katharina, Iwasa, Kaoru, Ishikawa, Moeko, Kahlon, Mehar, Warnatsch, Rahel, Dascalu, Andreea, He, Ruoying, Mehta, Pinal P., Robinson, Natasha, Shi, Yining
Format Journal Article
LanguageEnglish
Published United States John Wiley & Sons, Inc 01.06.2024
John Wiley and Sons Inc
Wiley
Subjects
Adaptability
Behavior
Cognition & reasoning
Cognitive ability
Collaboration
Cybernetics
Educational Environment
Educational Research
Emotions
Executive control
Executive function
Intervention
Lifelong Learning
Meta-analysis
Metacognition
Preschool Children
Problem solving
Protocols
Resource allocation
Self regulation
Systematic review
Temperament
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Summary: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?
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1891-1803
1891-1803
DOI:10.1002/cl2.1383