Evidence map›Paper›PMID 38566844›Full record

ArticleCampbell systematic reviews2024

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 and 5 more

Open access · diamondAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Campbell systematic reviews, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
0.6field-weighted citation impact, top 32% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed, 1 citations in OpenAlex.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

15 authors at 7 institutions in 3 countries.

Atsushi KanayamaDepartment of Education University of Oxford Oxford UK.ORCID 0000-0003-1302-6608
Iram SirajDepartment of Education University of Oxford Oxford UK.ORCID 0000-0001-6752-881X
Mariola MoeyaertDepartment of Educational and Counseling Psychology The State University of New York Albany New York USA.ORCID 0000-0003-1453-8162
Kat SteinerBodleian Health Care Libraries University of Oxford Oxford UK.ORCID 0000-0002-5022-0736
Elie ChingYen YuDivision of Educational Psychology and Methodology The State University of New York Albany New York USA.ORCID 0000-0002-6716-3643
Katharina Ereky-StevensDepartment of Education University of Oxford Oxford UK.ORCID 0000-0002-8929-6084
Kaoru IwasaIndependent Researcher Ikeda Osaka Japan.
Moeko IshikawaGraduate School of Human Sciences Osaka University Osaka Japan.
Mehar KahlonFirstSteps IB World School Chandigarh India.
Rahel WarnatschIndependent Researcher Cologne Germany.ORCID 0000-0003-1348-0544
Andreea DascaluIndependent Researcher Oxford UK.
Ruoying HeDivision of the Social Sciences University of Chicago Chicago Illinois USA.ORCID 0009-0008-2517-7175
Pinal P MehtaDepartment of Education University of Oxford Oxford UK.ORCID 0009-0001-0116-3034
Natasha RobinsonSchool of Education University of Bristol Bristol UK.
Yining ShiDepartment of Psychology University of Cambridge Cambridge UK.
University of Oxford · GBAlbany State University · USOldham Council · GBOsaka University of Human Sciences · JPUniversity of Bristol · GBUniversity of Cambridge · GBUniversity of Chicago · US

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

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?

Identifiers

PMID38566844
PMCPMC10985547
OpenAlexW4393436997

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.