Paths from Academic Delay of Gratification and Self-Regulated Learning Strategies

Carlo Magno

Asian Psychological Services and Assessment

Gabriel Sebastian N. Lizada

Ateneo de Davao University

• Learners are better able to make use of specific learning strategies when they can delay their gratification of non-academic sources.

– Reviewing rather than hanging out with friends = better in achieving academic goals.

– Studying rather than playing = better learning strategies.

Definition of Terms

• Academic delay of gratification (ADOG) is the learners’ intention to postpone immediately-available rewards and wait for a larger, although temporally distant, reward (Bembenutty, 2007).

Definition of Terms

• Self-regulated learning (SRL) refers to specific learning strategies that students use in order to attain their academic goals (Magno, 2010 ; Zimmerman & Martinez-Pons, 1988; Zimmerman, 2002).

Aims of the Study

• Does school ability increase the likelihood of students academic delay of gratification?

• Can Academic Delay of Gratification significantly predict academic self-regulation?

• Can academic self-regulation significantly increase the variance explained for grades?

• How large is the indirect contribution of prior ability on academic self-regulation and grades?

• Relationship between ADOG- SRL– Students who make use of variety of cognitive and

management strategies increase self report of academic delay of gratification (ADOG) (Bembenutty & Karabenick, 1998; Bembenutty, 2010; Bembenutty, 2008).

• Relationship SRL- GRADES– Students’ ability to effectively use self-regulated learning

strategies are translated in having better grades (Magno, 2011b)

• Prior Knowledge– Prior knowledge increased students motivational

determinants to carry our metacognition effectively (Magno, 2009)

The Present Study

• The present study tested a model where prior ability in school support students’ delay of gratification and self-regulated learning

• The relationship between delay of gratification and self-regulation in turn increases students’ grades in school.

The Present Study

• 3P Model (Presage-Process-Product)

– Presage – Prior knowledge (OLSAT)

– Process – Interacts with Presage for outcome to happen.

– Product- Changes within the student in the entire process (Grades)

The Present Study

• The present study hypothesize that prior levels of ability in school affects the relationship between academic delay of gratification and self-regulation which increases better performance in school as measured by grades.

The Present Study

• ADOG model by Bembenutty– A. Go to your favorite movies and then cram for the Math 175

midterm exam. OR– B. Postpone going to the movies until after you have taken the Math

175 midterm exam• Self- Regulation model by Magno (2010)

– Memory Setting– Goal- Setting– Self- Evaluation– Seeking Assistance– Environmental Structuring – Learning Responsibility – Organizing

Methodology

• Research Design: Explanatory Longitudinal

• Participants: 412 (statistical power of 1.00, α=.05) college undergraduates students from different higher education institutions in the southern island of the Philippines.

• Instruments:

– Otis-Lennon School Ability Test (OLSAT)

– Academic Delay of Gratification Scale (ADOGS)

– Academic Self-Regulated Learning Scales (A-SLR-S)

– Grade Point Average (GPA)

Results

Results

The model attained an adequate fit χ2=663.33, df=30, RMSEA=.02, GFI=.90, NFI=.92, and CFI=.92. According to Tanaka and Huba (1985) that a GFI and CFI value of .90 > is considered a model to have an adequate fit.

Results

• OLSAT significantly related to ADOGS and CGPA

• Self Regulation and OLSAT only environmental structuring was significant.

• ADOG is significantly related to all factors of A-SRL

• Out of 7 self regulates strategies only memory strategy, environmental structuring, learning responsibility and organizing significantly predicted grades at the end of the semester.

Discussion

• This hypothesis was confirmed through the significant path from OLSAT to ADOG. This supports the findings on Magno (2009) that presage factors such as school ability affects process variables such as academic delay of gratification.

• Students who delay gratification and have high self regulation are more compatible with their academic goals.

Discussion:

• ADOG predicted all seven factors of self regulation.

• Findings support studies by Bembenutty, (2010) Bembenutty, (2009); Bembenutty, (2007)

Discussion:

• It is also notable that the largest effect of ADOG was on memory strategy. This indicates that students have mastered the use of memory strategies in learning that require them to memorize information. This strategy becomes widely used when students prioritize their time to study over other tasks.

Discussion: Memory Strategy

• Memory strategies are widely flexible and useful among Asian learners. This is reflective that on the kind of learning required in Asian schools such as the need to remember large amounts of information, facts, and contents.

Discussion: Environmental Factors

• This strategy is not limited to arranging the environment to make it conducive to learning. This strategy is powerful because the individual can create and manipulate the environment making the individual learn better

Discussion: Learning Responsibility

• Learning responsibility involves making sure that academic tasks are done well, submitting work on time, following instructions, doing assignments, and pacing one’s performance on given criteria. This strategy significantly increases students’ grades.

Discussion: Ordering

• This factor is power allowing the learner to manage information such as note taking, reading between lines that facilitate higher order thinking

Discussion:

• 3P Model Extended.

– Added Sub process under process phase.

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