Academic delay of gratification, self-regulation of learning, gender differences, and expectancy-value

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Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach (2013, background): “Transferred to educational settings, students put off immediately gratifying activities, like watching television or playing video games, for a larger long term reward, like being successful in class (Bembenutty, 2009b; Wigfield et al., 2011).”
College Students’ Time Management: a Self-Regulated Learning Perspective (2020, background): “…the MSLQ have revealed positive correlations between the time and study environment management subscale and those for task value, intrinsic motivation, and self-efficacy (Bembenutty 2009; Burlison et al. 2009; Crede and Phillips 2011; Huie et al. 2014; Kitsantas et al. 2008; Pintrich et al. 1993).”
Disciplinary and gender differences among higher education students in self‐regulated learning strategies (2010, methodology): “Based on the previous research (Bembenutty, 2007, 2009a, 2009b; Meece & Eccles, 1993; Niemi et al., 2003; Pintrich, 2000; Pintrich & Zusho, 2007), we assumed that several components of self-regulation are positively related to each other, but that performance anxiety is negatively related to the…”
Handbook of Self-Regulation of Learning and Performance (2011, background): “Similarly, Bembenutty (2009) reported that academic delay of gratifi cation is strongest when paired with a future time perspective and perceived instrumentality of the task.”