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A Systematic Scoping Review of Pre-School Self-Regulation Interventions from a Self-Determination Theory Perspective

Author

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  • Natalie Day

    (Early Start, University of Wollongong, Wollongong 2522, Australia)

  • Fred Paas

    (Early Start, University of Wollongong, Wollongong 2522, Australia
    Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, 3062 PA Rotterdam, The Netherlands)

  • Lisa Kervin

    (Early Start, University of Wollongong, Wollongong 2522, Australia
    School of Education, University of Wollongong, Wollongong 2522, Australia)

  • Steven J. Howard

    (Early Start, University of Wollongong, Wollongong 2522, Australia
    School of Education, University of Wollongong, Wollongong 2522, Australia)

Abstract

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 competence through encouragement and feedback, and nurturing children’s autonomy distinguished more from less effective interventions. Relatedness was least able to discriminate intervention efficacy.

Suggested Citation

  • Natalie Day & Fred Paas & Lisa Kervin & Steven J. Howard, 2022. "A Systematic Scoping Review of Pre-School Self-Regulation Interventions from a Self-Determination Theory Perspective," IJERPH, MDPI, vol. 19(4), pages 1-18, February.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:4:p:2454-:d:754225
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    References listed on IDEAS

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    1. Alex R. Piquero & Wesley G. Jennings & David P. Farrington, 2010. "Self‐control interventions for children under age 10 for improving self‐control and delinquency and problem behaviors," Campbell Systematic Reviews, John Wiley & Sons, vol. 6(1), pages 1-117.
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