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*Note* This scheduling program was not designed by folks who do a lot with APA Style and unfortunately it defaults to listing authors in alphabetical order. We cannot fix this for this online schedule, but the author orders are posted in the order submitted in the printed program available via pdf here.

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Friday, March 6 • 10:45am - 12:00pm
Academic Delay of Gratification in Female College Students: Implications for Academic Functioning

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Delay of gratification, the ability to forego an immediate reward in favor of a more rewarding but delayed outcome, has been associated with cognitive, emotional, and behavioral competencies later in life. The ability to delay gratification in an academic setting is a key component of self-regulated learning and has implications for future academic success and achievement (e.g., higher final course grade). It has been suggested that women tend to use more self-regulatory strategies than men, including the ability to delay gratification in an academic setting. However, research on academic delay of gratification (ADOG) is limited, particularly as it relates to other variables of academic functioning (i.e., grade point average [GPA] and academic satisfaction). The present study investigated the association between ADOG and academic functioning in female college students. We hypothesized that there would be significant positive relationships between ADOG, academic satisfaction, and GPA. Furthermore, we hypothesized that ADOG would predict academic satisfaction in female college students after controlling for the effect of covariates. The sample consisted of 99 female college students enrolled at a liberal arts college in Massachusetts. The mean age of participants was 19.0 years (SD=1.4). Bivariate correlations demonstrated a strong positive association between ADOG and academic satisfaction, and between academic satisfaction and GPA. A hierarchical multiple regression analysis was conducted to examine the contribution of ADOG to female students’ level of satisfaction with their academic career after accounting for covariates. The model was significant, with ADOG positively predicting academic satisfaction (R2= .09, p < .05) after accounting for the effects of academic major and year in college. Our findings suggest that ADOG may play a key role in women’s academic functioning, which may have implications for women’s academic achievement. Future research would benefit from examining ADOG specifically in gender traditional versus nontraditional fields of study.


Elizabeth Baxter

Emmanuel College

Helen MacDonald

Emmanuel College

Friday March 6, 2015 10:45am - 12:00pm