Sustaining Motivation and Academic Goals: The Invaluable Role of Academic Delay of Gratification

A study examined college students' academic delay of gratification, that is, their preference for an immediately available option (go to a concert the day before a test) or a delayed alternative (stay home studying for a test) . Differential explanations of academic delay of gratification between task, performance approach, and performance-avoid goal-oriented college students (n=102) also were examined, as well as their motivational tendencies and use of volitional strategies. Results showed that differences between task, performance-approach, and performance-avoid goal-oriented college students are highly related to their different motivational tendencies and use of volitional strategies. Goal orientation of mastery and understanding academic tasks is related to students' preference for activities that would facilitate attainment of long-term academic goals. Likewise, competing for grade is related to greater preference for delay of gratification to secure long-term academic achievement. In contrast, having a performance-avoid goal orientation is associated with the high value of the delay alternatives but at the same time with little use of volitional strategies. Further, task engagement for the sake of mastering the task or for the sake of showing ability and skills is associated with thinking and considering long-term goals. In contrast, avoiding task engagement is associated with learners' short-term thinking that will preclude them from delaying gratification, which in turn is necessary for long-term academic success. Contains 90 references, two tables of data, and one figure; appendixes contain sample scales. (Author/BT) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Sustaining Motivation and Academic Goals: The Invaluable Role of Academic Delay of Gratification Héfer Bembenutty City University of New York U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION ro) BEEN GRANTED BY This docum CENTER (ERIC) ent has been reproduced as received from the person or organization Ce) idefer_15_embenui-bt originating it. 0 Minor changes have been made to Cla improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent © 1 official OERI position or policy. Cl.) Paper presented at the Annual Meeting of the American Educational © Research Association. April, 1999, Montreal, Canada. 0 Héfer Bembenutty Graduate School and University Center C4 The City University of New York Educational Psychology Program 120 West 44th Street # 1218 New York, NY 10036 e-mail: [email protected]