Teachers educate children in a way that potentially leads these learners to become active agents in constructing a better world. The present study examined teacher candidates' beliefs about the characteristics of self-regulated teacher. Specifically, teacher candidates (N = 71) described the characteristics of a teacher with high teacher's…

The goal of the present study was to examine the relationship between Korean students' motivation for learning, use of self-regulation of learning strategies, and delay of gratification Self-regulation of learning is a process that required students to get involved in their personal, behavioral, motivational, and cognitive learning tasks in order…

The present study examined whether the association between teachers' self-efficacy beliefs and academic performance is mediated by their homework's self-efficacy beliefs and use of self-regulatory learning strategies. Path analyses were conducted. The final model revealed that teachers' self-efficacy beliefs have an indirect effect on their…

Successful learners are those who engage in self-regulation of learning by using learning strategies to secure task completion. They exercise behavioral control to not only choose or plan valuable academic tasks, but also to maintain motivation and intention in the light of distracting alternatives. It was expected that teachers' self-efficacy…

Self-regulated learners engage in self-generated thoughts, actions, and feelings while pursuing academic goals. The most successful learners use appropriate learning strategies and maintain high levels of motivation. Few studies on the self-regulation of learning have examined individual differences such as gender and ethnicity among college…

The present study examined the associations between preservice teachers' help seeking tendencies, homework beliefs and behavior, and their individual characteristics such as academic delay of gratification, self-esteem, and self-handicap behavior (N = 63). The results indicated that preservice teachers who have a positive attitude toward help…

This study examined college students' motivational tendencies as predictors of academic outcomes and tested how students' goal orientations and academic delay of gratification mediated these associations. The study used data, previously analyzed in 1999, on academic delay of gratification, personal achievement goal orientations, self-efficacy,…

The purpose of the present study was to examine the association between students' self-efficacy beliefs, satisfaction with their academic performance, expected grade, willingness to delay gratification, use of volitional strategies, and final course grade among Korean college students. The results support the hypothesized relationship between…

The ability to delay gratification among learners could serve as an effective learning strategy useful to diminish the detrimental effect of test anxiety. Academic delay of gratification refers to students' postponement of immediately available opportunities to satisfy impulses in favor of pursuing chosen important academic rewards or goals that…

The direct and indirect effects of academic delay of gratification and self-efficacy on academic performance of minority college students (n=45) were evaluated. The students were enrolled in an introductory writing course as part of a summer immersion program at a Midwestern university. The results of this study support the notion that delay of…

This study examined whether there were gender and ethnic differences in students' willingness to delay gratification, intrinsic and extrinsic motivation, self-efficacy beliefs, use of cognitive strategies (such as rehearsal, organization, elaboration, and metacognition), and use of learning strategies (help seeking, time management, effort…

This study compared academic delay of gratification (ADOG) among conditionally-admitted African-American, regularly-admitted African-American, and regularly-admitted white college students. A total of 44 conditionally-admitted African-American students, 43 regularly-admitted African-American students, and 273 regularly-admitted Caucasian students…