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ERIC Number: ED455277
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 33
Abstractor: N/A
Reference Count: N/A
Teaching Effectiveness and Course Evaluation: The Role of Academic Delay of Gratification.
Bembenutty, Hefer; McKeachie, Wilbert J.; Karabenick, Stuart A.; Lin, Yi-Guang
This study adopted a social cognitive approach to examine the association between academic delay of gratification and students' rating of teachers and course effectiveness. Also investigated were the motivational tendencies of students and teacher and classroom characteristics that served to clarify the association. Participants were 113 college students in introductory psychology, statistics, and political science courses. Some analyses were conducted with a subgroup for whom final course grades were available. Findings suggest that academic delay of gratification, which was conceptualized as a self-regulatory learning strategy, was positively and significantly correlated to students' rating of the course and teaching effectiveness. It was also found that academic delay of gratification was a significant predictor of students' rating of the instructors. Delay of gratification was a significant and positive predictor of students' final course grades also which proved to be true even when researchers controlled for the effect of rating of the instructor and rating of the course. These findings are discussed in the context of B. Zimmerman's cyclical model of self-regulation. Implications for education and future research are discussed. Two appendixes contain some sample items from the academic delay of gratification measure. (Contains 3 tables and 27 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A