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

IF 4 Q1 SOCIAL SCIENCES, INTERDISCIPLINARY Campbell Systematic Reviews Pub Date : 2024-04-02 DOI:10.1002/cl2.1383

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

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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?

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方案：促进自我调节的有效学龄前干预措施的关键特征：系统回顾和荟萃分析

这是 Cochrane 综述的协议。目标如下：本系统综述旨在加深我们对旨在培养自我调节能力的有效学前干预措施的主要特点的了解。为此，本综述将探讨以下问题：1.已经开发了哪些类型的学前干预措施来促进自我调节？2.2. 这些以学前教育为基础的干预措施对自我调节的平均效果如何，重点关注四个关键建构：综合努力控制、综合执行功能、自我调节和自我调节学习？3.资源分配、活动类型和教学方法等方面的哪些特征可能会影响学前干预在促进自我调节方面的效果？

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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