Purpose: The systematic review and meta-analysis evaluated the effectiveness of self-management interventions on classroom behaviors and academic outcomes. Methods: Review procedures followed Campbell Collaboration guidelines to search, select, and extract data from published and unpublished studies employing an experimental/quasi-experimental comparison group or single-case experimental design assessing the effects of a self-management intervention in schools. Seventy-five single-case design studies (236 participants; 456 effects) and 4 comparison group studies (422 participants; 11 effects) were included. Results: Single-case results indicated self-management interventions positively impacted challenging behaviors (LRRi = 0.69 [0.59, 0.78]) and academic outcomes (LRRi = 0.58 [0.41, 0.76]). A significant main effect for improving challenging behaviors was revealed in group design studies ( g = 0.63 [0.08, 1.17]). Discussion: Limitations, including methodological shortcomings in the single-group design studies and the small number of comparison group studies, should be considered when interpreting findings. Implications for practice and future research are discussed.

中文翻译：

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自我管理干预对挑战行为的影响：系统回顾和荟萃分析

目的：系统评价和荟萃分析评估了自我管理干预措施对课堂行为和学业成绩的有效性。方法：审查程序遵循坎贝尔合作指南，从已发表和未发表的研究中搜索、选择和提取数据，采用实验/准实验比较组或单案例实验设计来评估学校自我管理干预的效果。纳入了 75 项单案例设计研究（236 名受试者；456 项效应）和 4 项对照组研究（422 名受试者；11 项效应）。结果：单例结果表明，自我管理干预措施对挑战性行为（LRRi = 0.69 [0.59，0.78]）和学业成绩（LRRi = 0.58 [0.41，0.76]）产生积极影响。小组设计研究揭示了改善挑战性行为的显着主效应（g = 0.63 [0.08, 1.17]）。讨论：在解释研究结果时应考虑局限性，包括单组设计研究的方法学缺陷和对照组研究的数量较少。讨论了对实践和未来研究的影响。