Day Natalie, Paas Fred, Kervin Lisa, Howard Steven J
Early Start, University of Wollongong, Wollongong 2522, Australia.
Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, 3062 PA Rotterdam, The Netherlands.
Int J Environ Res Public Health. 2022 Feb 21;19(4):2454. doi: 10.3390/ijerph19042454.
Self-regulation (SR) is considered foundational in early life, with robust evidence demonstrating a link between early self-regulation and longer-term outcomes. This has been the impetus for a growing body of intervention research into how best to support early SR development, yet approaches and effects are diverse, which complicates an understanding of the critical characteristics for effective early SR intervention. Using Self-Determination Theory (SDT) as a guiding framework, we present a scoping review of early SR-intervention research to identify the characteristics of pre-school interventions that show significant and strong effects on young children's SR. Studies from peer-reviewed journal articles were included if they evaluated a SR intervention with pre-school children, were published between 2010 and 2020, written in English, and included a SR outcome measure. This yielded 19 studies, each reporting the efficacy of a different SR intervention. Results showed that content factors (what interventions do) interacted with their implementation (how, when, and by whom interventions are implemented) to discriminate the more versus less efficacious interventions. Through the lens of SDT, results further suggested that targeting through encouragement and feedback, and nurturing children's distinguished more from less effective interventions. was least able to discriminate intervention efficacy.
自我调节（SR）被认为是早期生活中的基础要素，有充分的证据表明早期自我调节与长期结果之间存在联系。这推动了越来越多关于如何最好地支持早期SR发展的干预研究，但方法和效果各不相同，这使得理解有效早期SR干预的关键特征变得复杂。以自我决定理论（SDT）为指导框架，我们对早期SR干预研究进行了范围综述，以确定对幼儿SR有显著且强烈影响的学前干预的特征。如果同行评审期刊文章中的研究评估了针对学前儿童的SR干预，发表于2010年至2020年之间，用英文撰写，并且包括SR结果测量，则将其纳入。这产生了19项研究，每项研究都报告了不同SR干预的效果。结果表明，内容因素（干预措施的内容）与其实施方式（干预措施如何、何时以及由谁实施）相互作用，以区分效果较好和较差的干预措施。从SDT的角度来看，结果进一步表明，通过鼓励和反馈进行引导，以及培养儿童的[此处原文缺失相关内容]，能更有效地区分有效和无效的干预措施。[此处原文缺失相关内容]最无法区分干预效果。
