The construct components of self-regulation from a systematic review of self-regulation measures in children and adolescents

Abstract Inconsistent terminology and the selection of measurement tools create challenges in assessing self-regulation in children and adolescents. Available measures often result in incomplete evaluations, hindering a full understanding of children’s self-regulation. This systematic review examined tools used to assess self-regulation in individuals aged 1–18, aiming to identify key components within cognitive, behavioural and emotional domains of self-regulation. Following PRISMA guidelines, we searched six databases and grey literature for studies examining the psychometric properties of self-regulation measures that capture three domains. Thematic analysis identified key components within each domain, and mapped measures to these components to assess coverage. A total of 26 measures spanning all three domains were identified. Cognitive regulation included six components, with ‘flexibility,’ ‘attention,’ and ‘planning’ most frequently assessed, while ‘understanding others’ states’ was least examined. Behavioural regulation commonly captured ‘intrinsically initiated action’ but less often ‘extrinsically prompted inhibition.’ Emotional regulation was the most comprehensively assessed, with at least 14 measures covering its components. No single measure fully captured all self-regulation components, although the Emotional Competence Assessment Questionnaire emerged as the most comprehensive. This review highlights the need for a “gold standard” tool that addresses all components of self-regulation, along with further research to refine its conceptualisation and assessment.