Academic Delay of Gratification, Self-Efficacy, and Time Management among Academically Unprepared College Students

2009 ◽  
Vol 104 (2) ◽  
pp. 613-623 ◽  
Author(s):  
Héfer Bembenutty
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Time Management ◽  
Self Efficacy ◽  
Delay Of Gratification ◽  
Efficacy Beliefs ◽  
Immersion Program ◽  
Academic Delay ◽  
Academic Delay Of Gratification

This study examined the associations between academic delay of gratification, self-efficacy beliefs, and time management among academically unprepared college students participating in a summer-immersion program. This study also examined whether the relation of self-efficacy with time management is mediated by academic delay of gratification. Analysis indicated that self-efficacy was directly associated with time management, as delay of gratification served to mediate this effect partially. Self-efficacy emerged as the strongest positive predictor of academic achievement.

A Study on the Relationship between Academic Delay of Gratification and Dispositional Optimism in Higher Secondary School Students

2016 ◽  
Vol 5 (7) ◽  
Author(s):  
Rajib Chakraborty ◽  
Shaik HabeebaSulthana ◽  
Noor Askari
Keyword(s):  
College Students ◽  
Correlation Coefficients ◽  
Junior College ◽  
Dispositional Optimism ◽  
Delay Of Gratification ◽  
School Students ◽  
Life Orientation Test ◽  
Academic Delay ◽  
The Relationship ◽  
Academic Delay Of Gratification

The present study is an attempt to examine the relationship between academic delay of gratification and dispositional orientation variables. Sample for the study includes 60urban students (30 boys and 30 girls) of class XI of a junior college in S.R. Nagar, Hyderabad, Telangana, India. The data for measuring delay of gratification is collected using Academic Delay of Gratification Scale (ADOGS) for college students prepared by HeferBembenutty (1997). Dispositional optimism of the students is measured by collecting data using theRevised Life Orientation Test Scale (LOT-R) for college students prepared by Scheier, Carver and Bridges (1994). For data analysis, Pearson's Product-Moment Correlation coefficient and Point-biserial correlation coefficients are calculated using SPSS ver.20. The significance of the test is calculated for the level of significance ? at 0.01. The findings of the study reveal positive andmoderatelystrong relationship between academic delay of gratificationand dispositional optimism. Boys are found to possess significantly less academic delay of gratification when compared to girls.No role of gender is found on the variable dispositional optimism.

scholarly journals Academic Delay of Gratification and its Relationship to Motivational Determinants, Academic Achievement, and Study Hours among Omani High School Students: A Path Analysis

2015 ◽  
Vol 9 (4) ◽  
pp. 691
Author(s):  
Sabry M. Abd-El-Fattah ◽  
Sahar El Shourbagi
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Gender Differences ◽  
High School Students ◽  
Path Analysis ◽  
Delay Of Gratification ◽  
School Students ◽  
Mediational Analysis ◽  
Academic Delay ◽  
Academic Delay Of Gratification

This study was aimed at investigating the relationships of academic delay of gratification to motivational determinants, academic achievement, and study hours. The sample of the study included 200 Omani high school students. A path analysis showed that motivational determinants were positively related to academic delay of gratification which in turn was positive-ly related to academic achievement and study hours. A mediational analysis showed that academic delay of gratification mediated the relationships among motivational determinants and academic achievement and study hours. There were significant gender differences in academic delay of gratification which favored females.

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.

scholarly journals The Relationship Between Self-Esteem, Self-Efficacy, Family and Life Satisfaction, Loneliness and Academic Achievement During Adolescence / Odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije

2021 ◽  
Vol 23 ◽  
Author(s):  
Ina Reić Ercegovac ◽  
Toni Maglica ◽  
Maja Ljubetić
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Self Efficacy ◽  
Short Form ◽  
Well Being ◽  
Self Esteem ◽  
Efficacy Beliefs ◽  
Female Adolescents ◽  
The Relationship ◽  
Academic Self Efficacy

This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulić Prtorić Sorić, 2006), Family Satisfaction Scale (Vulić Prtorić, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement.Key words: academic achievement; adolescence; self-concept; satisfaction, loneliness---Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće.Ključne riječi: adolescencija; akademsko postignuće; samopoimanje; usamljenost; zadovoljstvo

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