Self-control plays a significant role in child and adolescent development. The school environment is suggested as an important factor associated with individual differences in self-control. Among the many facets of school environment, school discipline is thought of as a critical factor that effectively develops students’ capacities for self-control. However, existing findings are mixed. To take stock of the literature, this meta-analysis summarizes the overall association between three school discipline components (i.e., structure, support, and teacher-student relationship) and self-control from preschoolers to high school students. Based on 68 studies reporting 278 effect sizes (N = 57,798), the results revealed that the overall effect size for the association between school discipline and self-control was small to medium (r = .190, p < .001, 95% confidence interval [.151, .229]). Moderator analyses showed that effect sizes were similar in magnitude across school discipline components, gender and age of students, region, report informant of school discipline measures, reliability of school discipline and self-control measures, and research design. The effect sizes were stronger for the studies using self-report measures to assess self-control (compared to studies using observation/tasks or other-informant measures) and for studies that examined general self-control (compared to cognitive self-control). Moreover, the effect sizes for the association between school discipline and social-emotional self-control were stronger for older students. These findings point to the importance of school discipline associated with individual differences in self-control in students from preschool to high school.

中文翻译：

---

学龄前儿童至高中生学校纪律与自我控制的关联：三级元分析

自我控制在儿童和青少年的发展中起着重要作用。学校环境被认为是与自我控制的个体差异相关的重要因素。在学校环境的诸多方面中，学校纪律被认为是有效培养学生自我控制能力的关键因素。然而，现有的研究结果喜忧参半。为了对文献进行盘点，该元分析总结了三个学校学科组成部分（即结构、支持和师生关系）与从学龄前儿童到高中生的自我控制之间的整体关联。基于 68 项报告 278 个效应量 (N = 57,798) 的研究，结果显示学校纪律和自我控制之间关联的总体效应量是小到中等 (r = .190, p < .001, 95% 置信区间 [.151, .229])。调节分析表明，影响大小在学校学科组成部分、学生的性别和年龄、地区、学校纪律措施的报告线人、学校纪律和自我控制措施的可靠性以及研究设计方面的大小相似。使用自我报告措施来评估自我控制的研究（与使用观察/任务或其他知情人措施的研究相比）和检查一般自我控制的研究（与认知自我控制相比）的效果更大。此外，对于年龄较大的学生，学校纪律与社会情绪自我控制之间关联的影响大小更强。