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ERIC Number: ED432511
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 32
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Sustaining Motivation and Academic Goals: The Invaluable Role of Academic Delay of Gratification.
Bembenutty, Hefer
A study examined college students' academic delay of gratification, that is, their preference for an immediately available option (go to a concert the day before a test) or a delayed alternative (stay home studying for a test). Differential explanations of academic delay of gratification between task, performance approach, and performance-avoid goal-oriented college students (n=102) also were examined, as well as their motivational tendencies and use of volitional strategies. Results showed that differences between task, performance-approach, and performance-avoid goal-oriented college students are highly related to their different motivational tendencies and use of volitional strategies. Goal orientation of mastery and understanding academic tasks is related to students' preference for activities that would facilitate attainment of long-term academic goals. Likewise, competing for grade is related to greater preference for delay of gratification to secure long-term academic achievement. In contrast, having a performance-avoid goal orientation is associated with the high value of the delay alternatives but at the same time with little use of volitional strategies. Further, task engagement for the sake of mastering the task or for the sake of showing ability and skills is associated with thinking and considering long-term goals. In contrast, avoiding task engagement is associated with learners' short-term thinking that will preclude them from delaying gratification, which in turn is necessary for long-term academic success. Contains 90 references, two tables of data, and one figure; appendixes contain sample scales. (Author/BT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A