Academic delay of gratification and children's study time allocation as a function of proximity to consequential academic goals

Learning and Instruction

Volumn 21, Issue 1, 2011, Pages 77-94

  Zhang, Lili ^a   Karabenick, Stuart A ^b   Maruno, Shun'ichi ^a   Lauermann, Fani ^b  

^a KYUSHU UNIVERSITY   (Japan)

^b UNIVERSITY OF MICHIGAN   (United States)

Author keywords

Academic delay of gratification; Elementary school children; Learning strategies; Motivation; Time management

Indexed keywords

EID: 78449265772     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2009.11.003     Document Type: Article

References (51)

1. Ashmore R.A., Cao Z. Teacher education in the People's Republic of China. International studies in education 1997, National Center for Research on Teacher Learning, East Lansing, MI, ERIC Document Reproduction Service No. ED 429 852.
2. Bembenutty H. Self-regulation of learning and academic delay of gratification. Journal of Advanced Academics 2007, 18(4):586-616.
3. Bembenutty H., Karabenick S.A. Academic delay of gratification. Learning and Individual Differences 1998, 10(4):329-346.
4. Bembenutty, H., & Zimmerman, B.J. Relation of motivational beliefs and self-regulatory processes to homework completion and academic achievement. Paper presented at the Annual Meeting of the American Educational Research Association, April 2003, Chicago, Illinois.
5. Brown A.L., Bransford J.D., Ferrara R.A., Campione J.C. Learning, remembering, and understanding. Handbook of child psychology 1983, Vol. 3:77-166. Wiley, New York. J.H. Flavell, E.M. Markman (Eds.).
6. Carver C.S., Scheier M.F. On the self-regulation of behavior 1998, Cambridge University Press, New York.
7. Carver C.S., Scheier M.F. Feedback processes in the simultaneous regulation of action and affect. Handbook of motivation science 2008, 308-324. Guilford, New York. J.Y. Shah, W.L. Gardner (Eds.).
8. Chong W.H. The role of personal agency beliefs in academic self-regulation: an Asian perspective. School Psychology International 2007, 28(1):63-76.
9. Corno L. Introduction. Teachers College Record 2004, 106(9):1669-1694.
10. Elliot A.J., Fryer J.W. The goal construct in psychology. Handbook of motivation science 2008, 235-250. Guilford, New York. J.Y. Shah, W.L. Gardner (Eds.).
11. Flavell J.H. Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist 1979, 34(10):906-911.
12. Fries S., Dietz F., Schmid S. Motivational interference in learning: the impact of leisure alternatives on subsequent self-regulation. Contemporary Educational Psychology 2008, 33:119-133.
13. Funder D.C., Block J.H. The role of ego-control, ego resiliency, and IQ in delay of gratification in adolescence. Journal of Personality and Social Psychology 1989, 57(6):1041-1050.
14. Funder D.C., Block J.H., Block J. Delay of gratification: some longitudinal personality correlates. Journal of Personality and Social Psychology 1983, 44:1198-1213.
15. Gollwitzer P.M., Parks-Stamm E.J., Jaudas A., Sheeran P. Flexible tenacity in goal pursuit. Handbook of motivation science 2008, 325-341. Guilford, New York. J. Shah, W. Gardner (Eds.).
16. Haag L., Mischo C. Saisonarbeiter in der Schule - einem Phänomen auf der Spur. Zeitschrift für Pädagogische Psychologie 2002, 16:109-116.
17. Heckhausen H. Motivation and action 1991, Springer, New York.
18. Hofer M. Goal conflicts and self-regulation: a new look at pupils' off-task behaviour in the classroom. Educational Research Review 2007, 2(1):28-38.
19. Hofer M., Schmid S., Fries S., Dietz F., Clausen M., Reinders H. Individual values, motivational conflicts, and learning for school. Learning and Instruction 2007, 17:17-28.
20. Karabenick S.A., Woolley M.E., Friedel J.M., Ammon B.V., Blazevski J., Bonney C.R., et al. Cognitive processing of self-report items in educational research: do they think what we mean?. Educational Psychologist 2007, 42(3):139-151.
21. Kuhl J. Volitional aspects of achievement motivation and learned helplessness: toward a comprehensive theory of action control. Progress in experimental personality research 1984, Vol. 13:99-171. Academic, New York. B.A. Maher (Ed.).
22. Kuhl J. Volitional mediators of cognitive-behavior consistency: self-regulatory processes and actions versus state orientation. Action control: From cognition to behavior 1985, 101-128. Springer, Heidelberg, Germany. J. Kuhl, J. Beckmann (Eds.).
23. Kuhl J. The volitional basis of personality systems interaction theory: applications in learning and treatment contexts. International Journal of Educational Research 2000, 33:665-704.
24. Li J. Learning as a task or a virtue: U.S. and Chinese preschoolers explain learning. Developmental Psychology 2004, 40(4):595-605.
25. Lin J., Chen Q. Academic pressure and impact on students' development in China. McGill Journal of Education 1995, 30:149-168.
26. Marsh L.C., Cormier D.R. Spline regression models 2001, Sage, Thousand Oaks, CA.
27. Marton F., Säljö R. On qualitative differences in learning: I. Outcome and process. British Journal of Educational Psychology 1976, 46(1):4-11.
28. Mischel W. Preference for delayed reinforcement and social responsibility. Journal of Abnormal and Social Psychology 1961, 62(1):1-7.
29. Mischel W., Cantor N., Feldman S. Principles of self-regulation: the nature of willpower and self-control. Social psychology: Handbook of basic principles 1996, 329-360. Guilford, New York. E.T. Higgins, A.W. Kruglanski (Eds.).
30. Mischel W., Metzner R. Preference for delayed reward as a function of age, intelligence, and length of delay interval. Journal of Abnormal and Social Psychology 1962, 64(6):425-431.
31. Mischel W., Shoda Y. A cognitive-affective system theory of personality: reconceptualizing situations, dispositions, dynamics and invariance in personality structure. Psychological Review 1995, 102(3):246-268.
32. Mischel W., Shoda Y., Peake P.K. The nature of adolescent competencies predicted by preschool delay of gratification. Journal of Personality and Social Psychology 1988, 54(4):687-696.
33. Peetsma T., van der Veen I. Influencing students' motivation for school: the case of first-year students from different ethnic background in the Netherlands in the lowest level of secondary school. Contemporary motivation research: From global to local perspectives 2009, 299-320. Hogrefe & Huber, Ashland, OH. M. Wosnitza, S.A. Karabenick, A. Efklides, P. Nenniger (Eds.).
34. Pintrich P.R., De Groot E.V. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 1990, 82(1):33-40.
35. Pintrich P.R., Roeser R.W., De Groot E.A.M. Classroom and individual differences in early adolescents' motivation and self-regulated learning. The Journal of Early Adolescence 1994, 14(2):139-161.
36. Pintrich P.R., Schrauben B. Students motivational beliefs and their cognitive engagement in classroom academic tasks. Student perceptions in the classroom: Causes and consequences 1994, 149-184. Erlbaum, Hillsdale, NJ. D. Schunk, J. Meece (Eds.).
37. Pintrich P.R., Smith D.A.F., Garcia T., McKeachie W.J. Reliability and predictive validity of the Motivational strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement 1993, 53:801-813.
38. Ray J.J., Najman J.M. The generalizability of deferment of gratification. Journal of Social Psychology 1986, 126(1):117-119.
39. Rosenbaum M., Ben-Ari Smira K. Cognitive and personality factors in the delay of gratification of hemodialysis patients. Journal of Personality and Social Psychology 1986, 51(2):357-364.
40. Shah J.Y., Kruglanski A.W. Structural dynamics: the challenge of change in goal systems. Handbook of motivation science 2008, 217-229. Guilford, New York. J.Y. Shah, W.L. Gardner (Eds.).
41. Singer J.D., Willett J.B. Applied longitudinal data analysis: Modeling change and event occurrence 2003, Oxford University Press, New York.
42. Snow R.E., Corno L., Jackson D. Individual differences in affective and conative functions. Handbook of educational psychology 1996, 243-310. Macmillan, New York. D.C. Berliner, R.C. Calfee (Eds.).
43. Trautwein U., Köller O. The relationship between homework and achievement-Still much of a mystery. Educational Psychology Review 2003, 15(2):115-145.
44. Trautwein U., Lüdtke O. Students' self-reported effort and time on homework in six school subjects: between-students differences and within-student variation. Journal of Educational Psychology 2007, 99(2):432-444.
45. VanderStoep S.W., Pintrich P.R., Fagerlin A. Disciplinary differences in self-regulated learning in college students. Contemporary Educational Psychology 1996, 21(4):345-362.
46. Ward W.E., Perry T.B., Woltz J., Doolin E. Delay of gratification among Black college student leaders. Journal of Black Psychology 1989, 15(2):111-128.
47. West B.T., Welch K.B., Galecki A.T. Linear mixed models: A practical guide using statistical software 2007, Chapman & Hall, New York.
48. Wolters C.A. Regulation of motivation: evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist 2003, 38(4):189-205.
49. Wolters C.A. Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology 2003, 95(1):179-187.
50. Zimmerman B.J., Bonner S., Kovach R. Developing self-regulated learners: Beyond achievement to self-efficacy 1996, American Psychological Association, Washington, DC, USA.
51. Zimmerman B.J., Schunk D.H. Reflections on theories of self-regulated learning and academic achievement. Self-regulated learning and academic achievement: Theoretical perspectives 2001, 289-307. Erlbaum, Mahwah, NJ. 2nd ed. B.J. Zimmerman, D.H. Schunk (Eds.).