A systematic review and meta-analysis of associations between self-regulation and morality in preschool and elementary school children

Abstract The importance of self-regulatory skills for the socio-emotional competencies children is being researched and discussed extensively. However, in order to make a clear statement about impact self-regulation on children’s morality, systematic review literature urgently needed. aim this meta-analysis analyze associations between morality preschool elementary school children. In context, distinctions among different definitions operationalizations are considered. Search terms were entered bibliographic databases PsycINFO, Scopus Web Science. To meet inclusion criterion, studies needed report empirical age. Furthermore, should primary data be published English peer-reviewed journal. Studies with secondary or summarized data, special populations certain designs excluded. A total 37 included narrative synthesis. 35 these meta-analysis. synthesis showed that used both morality. There also seems no consensus regarding association constructs. Meta-analysis results revealed small positive combined effect especially temperament-related moral behavior emotions. gain better understanding effects longitudinal research further addressing forms constructs essential.