Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-27T06:33:18.918Z Has data issue: false hasContentIssue false

13 - School Environments that Facilitate Delaying Gratification

from Part III - Interventions from Educational and Social/Personality Psychology

Published online by Cambridge University Press:  18 September 2020

By
Héfer Bembenutty
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
Get access

Summary

This chapter provides an overview of research factors and interventions that facilitate delaying gratification in academic settings. In learning settings, academic delay of gratification refers to students’ postponement of immediately available opportunities to satisfy impulses in favor of pursuing important academic rewards or goals that are temporally remote but ostensibly more valuable. The first section of this chapter provides a brief overview and the theoretical underpinnings of Bandura’s (1997) social cognitive theory and Zimmerman’s (2013) self-regulated learning model, with an emphasis on delay of gratification. The second section focuses on how school psychologists can help educators to put in place schoolwide processes that help make it easier for students to delay gratification. The third section describes interventions that can be implemented by school psychologists, teachers, and administrators to assist students who struggle with delaying gratification. The final section provides recommendations for facilitating delaying gratification in school environments and suggests future research.

Keywords

academic delay of gratificationself-regulationself-efficacyschool psychologyschool environmentsacademic successmotivationlearning disabilitiesattention-deficit hyperactivity disorder
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 213 - 223
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Barkley, R. A. (Ed.). (2014). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York, NY: Guilford Publications.Google Scholar
Bembenutty, H. (2011). New directions for self-regulation of learning in postsecondary education. New directions for teaching and learning. Hoboken, NJ: John Wiley & Sons.Google Scholar
Bembenutty, H., Cleary, T. J., & Kitsantas, A. (Eds.). (2013). Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman. Charlotte, NC: Information Age Publishing.Google Scholar
Bradley–Johnson, S., & Dean, V. J. (2000). Role change for school psychology: The challenge continues in the new millennium. Psychology in the Schools, 37, 1–5. https://doi.org/10.1002/(SICI)1520-6807(200001)37:1<1::AID-PITS1>3.0.CO;2-Q3.0.CO;2-Q>CrossRefGoogle Scholar
Cleary, T. E. (2015). Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being. Washington, DC: American Psychological Association.Google Scholar
Elliot, A. J., & Dweck, C. S. (Eds.). (2013). Handbook of competence and motivation. New York, NY: Guilford Publications.Google Scholar
Erchul, W. P. (2014). Handbook of research in school consultation. New York, NY: Routledge.Google Scholar
Paloutzian, R. F., & Park, C. L. (Eds.). (2014). Handbook of the psychology of religion and spirituality. New York, NY: Guilford Publications.Google Scholar

References

Abd-El-Fattah, S. M., & AL-Nabhani, H. Z. (2012). From self-theories of intelligence to academic delay of gratification: The mediating role of achievement goals. Australian Journal of Educational & Developmental Psychology, 12, 93–107.Google Scholar
Angold, A., Erkanli, A., Egger, H. L., & Costello, E. J. (2000). Stimulant treatment for children: A community perspective. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 975–984. https://doi.org/10.1097/00004583-200008000-00009Google Scholar
Antshel, K. M., & Barkley, R. (2008). Psychosocial interventions in attention deficit hyperactivity disorder. Child and Adolescent Psychiatric Clinics of North America, 17, 421–437. https://doi.org/10.1016/j.chc.2007.11.005Google Scholar
Avci, S. (2013). Relations between self-regulation, future time perspective and the delay of gratification in university students. Education, 133, 525–537.Google Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.Google Scholar
Bandura, A. (2019). Applying theory for human betterment. Perspectives on Psychological Science, 14, 12–15. https://doi.org/10.1177/1745691618815165Google Scholar
Bandura, A., & Mischel, W. (1965). Modifications of self-imposed delay of reward through exposure to live and symbolic models. Journal of Personality and Social Psychology, 2, 698–705. https://doi.org/10.1037/h0022655Google Scholar
Bembenutty, H. (2016). Motivation and self-regulated learning among preservice and in-service teachers enrolled in educational psychology courses. Scholarship of Teaching and Learning in Psychology, 2, 231–244. https://doi.org/10.1037/stl0000068Google Scholar
Bembenutty, H., & Karabenick, S. A. (1998). Academic delay of gratification. Learning and Individual Differences, 10, 329–346. https://doi.org/10.1016/S1041-6080(99)80126-5CrossRefGoogle Scholar
Bembenutty, H., & Karabenick, S. A. (2004). Inherent association between academic delay of gratification, future time perspective, and self-regulated learning. Educational Psychology Review, 16, 35–57. https://doi.org/10.1023/B:EDPR.0000012344.34008.5cCrossRefGoogle Scholar
Bembenutty, H., & Karabenick, S. A. (2013). Self-regulation, culture, and academic delay of gratification. Journal of Cognitive Education and Psychology, 12, 323–337. https://doi.org/10.1891/1945-8959.12.3.323Google Scholar
Bray, M. A., & Kehle, T. J. (Eds.). (2013). The Oxford handbook of school psychology. Oxford: Oxford University Press.Google Scholar
Briesch, A. M., & Chafouleas, S. M. (2009). Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors. School Psychology Quarterly, 24, 106–118. https://doi.org/10.1037/a0016159Google Scholar
Butler, D. L. (2003). Structuring instruction to promote self-regulated learning by adolescents and adults with learning disabilities. Exceptionality, 11, 39–60. https://doi.org/10.1207/S15327035EX1101_4Google Scholar
Butler, D. L., & Schnellert, L. (2015). Success for students with learning disabilities: What does self-regulation have to do with it? In Cleary, T. J. (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 89–111). Washington, DC: APA Press.Google Scholar
Chakraborty, R. (2017). Validation of the Academic Delay of Gratification Scale among Indian professional courses students. The International Journal of Indian Psychology, 4, 150–159.Google Scholar
Cleary, T. J. (2011). Professional development needs and practices among educators and school psychologists. New Directions for Teaching and Learning, 126, 77–87. https://doi.org/10.1002/tl.446Google Scholar
Cleary, T. J. (2015). Introduction: An overview of applications of self-regulated learning. In Cleary, T. J. (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 3–11). Washington, DC: APA Publication Press.Google Scholar
Cleary, T. J., Gubi, A., & Prescott, M. V. (2010). Motivation and self-regulation assessments in urban and suburban schools: Professional practices and needs of school psychologists. Psychology in the Schools, 47, 985–1002. https://doi.org/10.1002/pits.20519Google Scholar
Datu, J. A. D., Labarda, C. E., & Salanga, M. G. C. (2019). Flourishing is associated with achievement goal orientations and academic delay of gratification in a collectivist context. Journal of Happiness Studies. Advance online publication. https://doi.org/10.1007/s10902-019-00122-wGoogle Scholar
Doidge, J. L., Flora, D. B., & Toplak, M. E. (2018). A meta-analytic review of sex differences on delay of gratification and temporal discounting tasks in ADHD and typically developing samples. Journal of Attention Disorders. Advance online publication. https://doi.org/10.1177/1087054718815588Google Scholar
Dündar, Ş. (2018). Exploring the relationship between constructivist learning environments, attitudes, academic delay of gratification, and teaching efficacy beliefs in a social studies teaching course. Journal of International Social Studies, 8(2), 3–28.Google Scholar
DuPaul, G. J., & Eckert, T. L. (1997). The effects of school-based interventions for attention deficit hyperactivity disorder: A meta-analysis. School Psychology Review, 26, 5–27.Google Scholar
Fagan, T. K. (2003). School psychology. In Weiner, I. B. (Editor in Chief), Handbook of psychology, Vol. I, History of psychology (Friedman, D. K., Vol. ed., pp. 413–429). Hoboken, NJ: Wiley.Google Scholar
Fagan, T. K. (2014). Trends in the history of school psychology in the United States. In Harrison, P. & Thomas, A. (Eds.), Best practices in school psychology: Foundations (pp. 383–399). Bethesda, MD: National Association of School Psychologists.Google Scholar
Hoza, B., Mrug, S., Pelham, Jr., W. E., Greiner, A. R., & Gnagy, E. M. (2003). A friendship intervention for children with attention-deficit/hyperactivity disorder: Preliminary findings. Journal of Attention Disorders, 6, 87–98. https://doi.org/10.1177/108705470300600301Google Scholar
King, R. B., & Du, H. (2011). All good things come to those who wait: Validating the Chinese version of the Academic Delay of Gratification Scale (ADOGS). The International Journal of Educational and Psychological Assessment, 7, 64–80.Google Scholar
Lee, P. L., Lan, W., Wang, C. L., & Chiu, H. Y. (2008). Helping young children to delay gratification. Early Childhood Education Journal, 35, 557–564. https://doi.org/10.1007/s10643-008-0240-9Google Scholar
Mikami, A. Y. (2010). The importance of friendship for youth with attention-deficit/hyperactivity disorder. Clinical Child and Family Psychology Review, 13, 181–198. https://doi.org/10.1007/s10567-010-0067-yGoogle Scholar
Min, G. (2018). Social influences on young children’s developing inhibitory control abilities (Unpublished doctoral dissertation). Boston University, MA. Retrieved from https://hdl.handle.net/2144/31226Google Scholar
Mischel, W. (2014). The marshmallow test: Mastering self-control. New York, NY: Little, Brown and Co.Google Scholar
Mischel, W., & Ebbesen, E. B. (1970). Attention in delay of gratification. Journal of Personality and Social Psychology, 16, 329–337. https://doi.org/10.1037/h0029815Google Scholar
Mischel, W., Ebbesen, E. B., & Zeiss, A. R. (1973). Selective attention to the self: Situational and dispositional determinants. Journal of Personality and Social Psychology, 27, 129–142. https://doi.org/10.1037/h0034490Google Scholar
Mohsin, F. Z., & Ayub, N. (2014). The relationship between procrastination, delay of gratification, and job satisfaction among high school teachers. Japanese Psychological Research, 56, 224–234. https://doi.org/10.1111/jpr.12046Google Scholar
MTA Cooperative Group. (2004). National Institute of Mental Health Multimodal Treatment Study of ADHD follow-up: 24-month outcomes of treatment strategies for attention-deficit/hyperactivity disorder. Pediatrics, 113, 754–761. https://doi.org/10.1542/peds.113.4.754Google Scholar
Peake, P. K. (2017). Delay of gratification: Explorations of how and why children wait and its linkages to outcomes over the life course. In Stevens, J. R. (Ed.), Impulsivity, Nebraska Symposium on Motivation 64 (pp. 7–60). New York, NY: Springer.Google Scholar
Reynolds, C. R., & Gutkin, T. B. (Eds.). (1999). The handbook of school psychology (3rd ed.). Hoboken, NJ: John Wiley.Google Scholar
Sun, W., Wang, N., & Shen, L. (2019). The relationship between employment pressure and occupational delay of gratification among college students: Positive psychological capital as a mediator. Current Psychology. Advance online publication. https://doi.org/10.1007/s12144-019-00209-wGoogle Scholar
Urdan, T. C., & Maehr, M. (1995). Beyond a two-goal theory of motivation: A case for social goals. Review of Educational Research, 65, 213–244. https://doi.org/10.3102/00346543065003213Google Scholar
Wolters, C. A., & Hoops, L. D. (2015). Self-regulated learning interventions for motivationally disengaged college students. In Cleary, T. J. (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 67–88). Washington, DC: American Psychological Association.Google Scholar
Zhang, L., Karabenick, S. A., Maruno, S. I., & Lauermann, F. (2011). Academic delay of gratification and children’s study time allocation as a function of proximity to consequential academic goals. Learning and Instruction, 21, 77–94. https://doi.org/10.1016/j.learninstruc.2009.11.003CrossRefGoogle Scholar
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48, 1–13. https://doi.org/10.1080/00461520.2013.794676Google Scholar
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. New York, NY: Routledge.Google Scholar
Zimmerman, B. J., Schunk, D. H., & DiBenedetto, M. K. (2017). Role of self-efficacy and related beliefs in self-regulation of learning and performance. In Elliot, A., Dweck, C. S., & Yeager, D. S. (Eds.), Handbook of competence and motivation: Theory and application (2nd ed., pp. 313–333). New York, NY: Guilford Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×