<![CDATA[Self-control is a crucial developmental skill underlying children’s behavioral regulation and social adjustment. However, research on self-control remains fragmented, with limited synthesis of how internal and external factors interact to shape its development. This study aims to systematically examine factors influencing self-control in children aged 4–12 years. A systematic literature review was conducted using Google Scholar with predefined keywords related to self-control and child development. Studies were included if they were empirical, examined factors influencing self-control, involved children aged 4–12 years, were published in English or Indonesian, and were published between 2020 and 2025. Following screening, 13 articles met the eligibility criteria. Methodological quality was assessed using the JBI Critical Appraisal Checklist, with most studies demonstrating moderate to high quality, while PRISMA guidelines were used as a reporting standard rather than a methodological framework. Findings indicate that self-control develops progressively through interactions between internal and external factors. Emotion regulation was one of the most consistently associated internal factors, supporting children’s ability to manage impulses and adapt behavior to social demands. Other internal factors included executive function, temperament, and cognitive maturity, although findings varied across studies. External factors included consistent and responsive parenting, as well as structured school and social environments. Overall, self-control develops through a continuous and contextual learning process involving individual capabilities and environmental influences. This review is limited by the use of a single database, the small number of studies, and methodological heterogeneity, highlighting the importance of integrated support from families and educational environments.]]>
