Self-Regulation of Learning and Academic Delay of Gratification: Gender and Ethnic Differences Among College Students

By Héfer Bembenutty. 2007

147 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7fc080956e384d833a3521fc4d55fa7bcee206bd

Citations in the corpus

• Disciplinary and gender differences among higher education students in self‐regulated learning strategies (2010, unknown): “Likewise, Bembenutty (2007, 2009a) found a stronger connection between the female students’ task value than the male students’ task value and in their willingness for ADOG, which is a phenomenon closely related to SRL. Niemi et al. (2003) discovered significantly higher intrinsic interest among fema”
• Social support matters: longitudinal effects of social support on three dimensions of school engagement from middle to high school. (2012, unknown): “Girls may be expected to display more emotional connectedness to school than boys, whereas boys may believe that it is not socially acceptable to admit having high levels of connectedness to school (Bembenutty, 2007).”
• Factors Influencing Academic Motivation of Ethnic Minority Students: A Review (2018, unknown): “In total, 18 facilitators of motivation were found in this subcategory: perceived consequences and value (McInerney, 1990), personal normative beliefs (McInerney, 1990), affect toward the act/behavior (McInerney, 1990), sense of purpose (McInerney, 2008), task value (Bembenutty, 2007), control belie”