Inherent Association Between Academic Delay of Gratification, Future Time Perspective, and Self-Regulated Learning

Inherent Association Between Academic Delay of Gratification, Future Time Perspective, and... We review the association between delay of gratification and future time perspective (FTP), which can be incorporated within the theoretical perspective of self-regulation of learning. We propose that delay of gratification in academic contexts, along with facilitative beliefs about the future, increase the likelihood of completing academic tasks. Discussed are (a) classic and current theoretical views of delay of gratification, (b) FTP and its association with delay of gratification, (c) evidence for the association between delay of gratification and FTP that enhances our understanding of academic success from a self-regulated learning approach, and (d) implications for instruction, and considerations of FTP for understanding achievement-related delay. Suggestions for further research are also discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Psychology Review Springer Journals

Inherent Association Between Academic Delay of Gratification, Future Time Perspective, and Self-Regulated Learning

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Publisher
Kluwer Academic Publishers-Plenum Publishers
Copyright
Copyright © 2004 by Plenum Publishing Corporation
Subject
Education; Educational Psychology; Child and School Psychology; Learning and Instruction
ISSN
1040-726X
eISSN
1573-336X
D.O.I.
10.1023/B:EDPR.0000012344.34008.5c
Publisher site
See Article on Publisher Site

Abstract

We review the association between delay of gratification and future time perspective (FTP), which can be incorporated within the theoretical perspective of self-regulation of learning. We propose that delay of gratification in academic contexts, along with facilitative beliefs about the future, increase the likelihood of completing academic tasks. Discussed are (a) classic and current theoretical views of delay of gratification, (b) FTP and its association with delay of gratification, (c) evidence for the association between delay of gratification and FTP that enhances our understanding of academic success from a self-regulated learning approach, and (d) implications for instruction, and considerations of FTP for understanding achievement-related delay. Suggestions for further research are also discussed.

Journal

Educational Psychology ReviewSpringer Journals

Published: Sep 28, 2004

References

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