Many universal school-based interventions aim to stimulate students’ intrapersonal (e.g., self-esteem) and interpersonal (e.g., school climate) domains. To improve our understanding of why some of these interventions yield stronger effects than others, we identified intervention components that are related to stronger or weaker intervention effects. We systematically searched four databases (i.e., PsycINFO, PubMed, ERIC, CENTRAL) for controlled evaluations of universal school-based interventions. In total, 104 included studies (529 included effect sizes) reported on 99 unique interventions. Interventions showed small positive effects on the intrapersonal (d = 0.19) and interpersonal (d = 0.15) domains. Focusing on self-awareness and problem solving, using more active learning approaches, and using more extensive interventions predicted stronger intervention effects on aspects of both domains. In contrast, efforts to improve emotion regulation, assertiveness, cognitive coping, and using group discussions predicted weaker intervention effects. Furthermore, commonly implemented components were not necessarily related to stronger intervention effects and components that were related to stronger effects were not necessarily often implemented. Our findings highlight the need to carefully select components for inclusion in interventions.

PROSPERO Registration Number: CRD42019137981.

许多基于学校的普遍干预措施旨在刺激学生的内心（例如，自尊）和人际（例如，学校氛围）领域。为了更好地理解为什么其中一些干预措施比其他干预措施产生更强的效果，我们确定了与更强或更弱的干预效果相关的干预措施。我们系统地检索了四个数据库（即 PsycINFO、PubMed、ERIC、CENTRAL），以对普遍的学校干预措施进行对照评估。总共有 104 项纳入研究（529 项纳入效应大小）报告了 99 种独特的干预措施。干预措施对个人内部（d  = 0.19）和人际（d  = 0.15）领域显示出较小的积极影响。专注于自我意识和问题解决，使用更主动的学习方法，并使用更广泛的干预措施，可以预测对这两个领域的各个方面都有更强的干预效果。相比之下，改善情绪调节、自信、认知应对和小组讨论的努力预测干预效果较弱。此外，经常实施的成分不一定与较强的干预效果相关，而与较强效果相关的成分也不一定经常实施。我们的研究结果强调需要仔细选择干预措施的组成部分。

PROSPERO 注册号：CRD42019137981。