Academic delay of gratification and expectancy–value

2008 ◽  
Vol 44 (1) ◽  
pp. 193-202 ◽  
Author(s):  
Héfer Bembenutty
Keyword(s):  
Delay Of Gratification ◽  
Expectancy Value ◽  
Academic Delay ◽  
Academic Delay Of Gratification

AN EXPECTANCY VALUE THEORY PREDICTS ACHIEVEMENT IN UNDERGRADUATE STATISTICS THROUGH ACADEMIC DELAY OF GRATIFICATION

2021 ◽  
Vol 19 (2) ◽  
pp. 42-56
Author(s):  
ROBERT F. CORWYN ◽  
PHILLIP P. MCGARRY
Keyword(s):  
Statistics Education ◽  
Delay Of Gratification ◽  
Value Theory ◽  
Path Model ◽  
Past Performance ◽  
Expectancy Value Theory ◽  
Final Exam ◽  
Expectancy Value ◽  
Academic Delay ◽  
Academic Delay Of Gratification

We tested a model that integrates academic delay of gratification with Expectancy Value Theory to predict achievement in an undergraduate psychology and nursing statistics class at a metropolitan university in the southeastern United States. We analyzed measurements (n = 163: 80.4% female) of past performance, academic delay of gratification, effort, value, affect, and cognitive competence with students’ final exam score. The path model analyzed explained 14.9% of the variance in scores. Past performance inmathematics and student effort had direct effects on grades and all expectancy value theory constructs, as well as academic delay of gratification, were indirectly related to grades. We present details of our analysis and discuss theoretical and pedagogical implications of this study. First published June 2020 at Statistics Education Research Journal Archives

Self-Regulation, Culture, and Academic Delay of Gratification

2013 ◽  
Vol 12 (3) ◽  
pp. 323-337 ◽  
Author(s):  
Héfer Bembenutty ◽  
Stuart A. Karabenick
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Delay Of Gratification ◽  
Short Term ◽  
Expectancy Value ◽  
Self Regulated Learning ◽  
Conceptual Status ◽  
Academic Delay ◽  
Academic Delay Of Gratification

The ability to delay short-term gratification to pursue valuable long-term goals is essential for personal and even societal success. We provide a review of the conceptual status of delay of gratification from the perspectives of volitional, expectancy-value, and self-regulation theories as well as evidence regarding the associations between academic delay of gratification (ADOG), motivational beliefs, and use of self-regulated learning strategies. Cultural factors are considered, specifically influences on the assessment and understanding of research on ADOG. Suggestions are provided for ways to facilitate self-regulation of learning and delay of gratification within and across cultural contexts.

scholarly journals Validation of Academic Delay of Gratification Scale among Indian Professional Courses Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
Factor Analysis ◽  
Principal Axis ◽  
Delay Of Gratification ◽  
P Value ◽  
Education Society ◽  
Education Professional ◽  
Two Factors ◽  
Fit Index ◽  
Academic Delay ◽  
Academic Delay Of Gratification

The present study is an attempt to conduct factor analysis of the Academic Delay of Gratification Scale (ADOGS) for college students, with 10 items, prepared by Bembenutty and Karabenick (1998), on Indian professional courses students. 461 students (256 boys and 205 girls) from engineering, pharmacy, law and education professional courses of Sultan Ul Uloom Education Society, Hyderabad, voluntarily participated in the study, out of which 336 students (190 boys and 146 girls) were part of exploratory factor analysis. With the help of SPSS Statistics Ver.23, Principal Axis Factor extraction method and Varimax rotation, two factors were extracted. Monte Carlo PCA Parallel Analysis was used to settle for one factor explaining 16% variance. The reliability of the instrument using Cronbach’s Alpha was found to be 0.715. SPSS Amos Ver. 23 was used to confirm the factor structure and establish within-network construct validity of the instrument using Fit index tests like Chi test p value, DF, CMIN/DF, TLI, CFI, IFI, NFI,RMR and RMSEA from the data of 125 students (66 boys and 59 girls), followed by between network validity based on construct validation approach using Pearson’s product moment correlation the data of 136 students (100 boys and 36 girls) measuring their academic delay of gratification and emotional intelligence. There were sufficient evidences to establish that this instrument in its present form can be administered on Indian urban students for the measurement of academic delay of gratification.

Configural, Metric and Scalar Invariance Measurement of Academic Delay of Gratification Scale

2017 ◽  
Vol 3 (3) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
Factor Structure ◽  
Delay Of Gratification ◽  
Degree Of Freedom ◽  
P Value ◽  
Chi Square ◽  
Significant Difference ◽  
Chi Square Test ◽  
Scalar Invariance ◽  
Academic Delay ◽  
Academic Delay Of Gratification

The present study measured the partial (configural, metric and scalar) invariance of Academic Delay of Gratification Scale (ADOGS) for college students prepared by Hefer Bembenutty and Stuart Karabenick (1996), with respect to gender. 488 students (277 boys and 211 girls) from engineering, law, pharmacy, and education faculties of Sultan Ul Uloom Education Society, Hyderabad, were samples of the study. Confirmatory Factor Analysis framework was used to test the three invariance, one at a time, using SPSS AMOS Ver.23. This was done by constraining the factor structure, factor loadings and intercepts for the genders boys and girls simultaneously. The SPSS AMOS CFA test provided Chi-square value and degree of freedom for the unconstrained and the constrained structures. By comparing the difference in the Chi-square test p-value for a degree of freedom of the constrained factor structure with the unconstrained structure’s Chi-Square p-value and its degree of freedom using an excel sheet calculator of Chi-square test available on the Internet, the measurement invariance of the instrument was verified. The findings of the study reveal that the scale is configural and metric invariant, as there is no significant difference between constrained and unconstrained structures. However, the scale is not scalar invariant. The educational implications are discussed.

A Study on the Relationship between Academic Delay of Gratification and Emotional Intelligence in Professional Courses Students

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Rajib Chakraborty ◽  
V. Chitra Lekha
Keyword(s):  
Emotional Intelligence ◽  
Short Form ◽  
Delay Of Gratification ◽  
Level Of Significance ◽  
Trait Emotional Intelligence Questionnaire ◽  
Academic Delay ◽  
The Relationship ◽  
Education Courses ◽  
Academic Delay Of Gratification

The present study is an attempt to examine the relationship between academic delay of gratification and emotional intelligence in professional courses students. Sample for the study includes 136 urban students ( 99 boys and 37 girls ) from Engineering, Pharmacy, Law and Education courses of Sultan Ul Uloom Education Society, Banjara Hills, Hyderabad, Telangana, India. The data for measuring delay of gratification is collected using Academic Delay of Gratification Scale (ADOGS) for college students prepared by Hefer Bembenutty (1997). Emotional intelligence is measured by collecting data using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue- ASF), prepared by Petrides, K. V. and Furnham, A. (2006) for adolescents. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated for the level of significance α at 0.05, using SPSS Statistics Ver.23. Power analysis using G Power Software is used to reveal the minimum sample size to 112 for effect size 0.3 and power 0.9. The findings of the study reveal positive in nature, moderate in strength and highly significant relationship between the variables. No role of gender is found. Educational implications are discussed.

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