Abstract



Background: Emotional problems, cognitive functioning, and learning are closely interconnected, and many children experience difficulties in these areas. Self-regulation comprises cognitive, metacognitive, and resource management strategies that enable individuals to monitor, direct, and regulate their behaviour and learning. Given its close association with psychological problems, academic performance, and adaptive functioning, self-regulation has become an important construct in educational psychology.



Objective: This study aimed to systematically review intervention studies conducted in Iran between 2019 and 2026 to promote self-regulation among preschool and primary school children, classify intervention approaches, and analyse the evidence regarding the effectiveness of these interventions across different dimensions of self-regulation.



Methods: Studies published between 2019 and 2026 on self-regulation interventions were identified through systematic searches of the SID, Magiran, and Noormags databases. The search was conducted using the primary keywords self-regulation, self-directed regulation, and self-management, combined with the secondary keywords intervention, effectiveness, impact, child, education, and program, in the title, abstract, and keywords. A total of 2,719 records were identified. After duplicate removal and screening according to predefined inclusion and exclusion criteria, the full texts of 87 studies were assessed for eligibility, and 49 studies were ultimately included in the systematic review.



Results: The identified interventions were classified into four categories: skill-based, teaching method-based, mindfulness-based, and therapeutic interventions, with skill-based interventions representing the largest proportion. Based on the self-regulation constructs assessed by the measurement instruments, the reviewed studies were grouped into five domains: emotional self-regulation, self-regulated learning, motivational self-regulation, general self-regulation, and behavioural self-regulation. Emotional self-regulation and self-regulated learning were the most frequently investigated domains, whereas motivational, general, and behavioural self-regulation received comparatively less attention. Skill-based interventions primarily improved emotional self-regulation and self-regulated learning, mindfulness-based and therapeutic interventions mainly targeted emotional self-regulation, and teaching method-based interventions primarily enhanced self-regulated learning.



Conclusion: The findings highlight the importance of selecting interventions according to the targeted dimension of self-regulation. They also demonstrate the need for further research on motivational, behavioural, and general self-regulation, as well as the development of comprehensive, multidimensional interventions capable of simultaneously promoting multiple dimensions of self-regulation across educational settings and everyday contexts.