Inherent Association Between Academic Delay of Gratification, Future Time Perspective, and Self-Regulated Learning

By Héfer Bembenutty, Stuart A. Karabenick. 2004

352 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/ceadbad105837aee4320cd1874db625cb12414f9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. D. Schunk
2. B. Zimmerman
3. F. Worrell
4. Zena R. Mello
5. Ernesto Panadero
6. T. Peetsma
7. G. Liem
8. I. van der Veen

In Experimental and Cognitive Psychology

1. D. Schunk
2. F. Worrell
3. Anne Nevgi
4. Zena R. Mello
5. Päivi Virtanen
6. I. van der Veen
7. T. Peetsma
8. S. Pfeiffer

Citations in the corpus

• Handbook of Self-Regulation of Learning and Performance (2011, background): “Second, both academic and general ability to delay gratifi cation are acquired in conjunction with other important developmental milestones, such as future time perspective or future orientation (Bembenutty & Karabenick, 2004; Husman & Shell, 2008; Steinberg et al., 2009).”
• The Relationship of Time Perspective to Age, Gender, and Academic Achievement among Academically Talented Adolescents (2006, background): “For example, future time perspective, or thinking into the future, has been found to be related to delay of gratification (Bembenutty & Karabenick, 2004) and motivation (Shell & Husman, 2001).”
• Disciplinary and gender differences among higher education students in self‐regulated learning strategies (2010, background): “Bembenutty ( 2007 , 2009a ) has conducted a few studies on the gender preferences of higher education students and, specifically, on the academic delay of gratification (ADOG), which is defined (Bembenutty & Karabenick, 2004 ) as a student’s postponement of the immediately available opportunities ”
• Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement (2016, background): “Delay of gratification (Bembenutty & Karabenick, 2004) refers to the extent to which students are able to set aside distractions in favour of academic learning.”
• The Relationship between Future Goals and Achievement Goal Orientations: An Intrinsic-Extrinsic Motivation Perspective. (2010, background): “Bembenutty and Karabenick (2004) also emphasized the role of future goals in reducing students’ need to seek immediate gratification, which consequently enhances the likelihood of completing academic tasks.”
• Current Perspectives on the Identification and Assessment of Gifted Students (2012, background): “The development of talent among high-ability students requires more than general intellectual ability (Bembenutty & Karabenick, 2004; Bloom, 1982; Lubinski, 2010; Nisbett, 2009).”