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13 - School Environments that Facilitate Delaying Gratification

from Part III - Interventions from Educational and Social/Personality Psychology

Published online by Cambridge University Press:  18 September 2020

By
Héfer Bembenutty
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
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Summary

This chapter provides an overview of research factors and interventions that facilitate delaying gratification in academic settings. In learning settings, academic delay of gratification refers to students’ postponement of immediately available opportunities to satisfy impulses in favor of pursuing important academic rewards or goals that are temporally remote but ostensibly more valuable. The first section of this chapter provides a brief overview and the theoretical underpinnings of Bandura’s (1997) social cognitive theory and Zimmerman’s (2013) self-regulated learning model, with an emphasis on delay of gratification. The second section focuses on how school psychologists can help educators to put in place schoolwide processes that help make it easier for students to delay gratification. The third section describes interventions that can be implemented by school psychologists, teachers, and administrators to assist students who struggle with delaying gratification. The final section provides recommendations for facilitating delaying gratification in school environments and suggests future research.

Keywords

academic delay of gratificationself-regulationself-efficacyschool psychologyschool environmentsacademic successmotivationlearning disabilitiesattention-deficit hyperactivity disorder
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 213 - 223
Publisher: Cambridge University Press
Print publication year: 2020

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