The document discusses a study that examined the relationships between academic delay of gratification, self-regulated learning strategies, and academic performance. Specifically, it tested a model where prior academic ability influences students' delay of gratification and use of self-regulated learning strategies, which in turn impact grades. The study found that academic delay of gratification positively predicted the use of various self-regulated learning strategies and that certain strategies, like memory strategies and managing one's environment, were significantly related to better grades. Overall, the results supported the hypothesis that prior academic ability affects delay of gratification and strategy use, which then influences academic achievement.

1. 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

2. • 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.

3. 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).

4. 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).

5. 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?

6. • 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)

7. 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.

8. 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)

9. 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.

11. 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

12. 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)

13. Results

14. 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.

15. 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.

16. 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.

17. Discussion:
• ADOG predicted all seven factors of self regulation.
• Findings support studies by Bembenutty, (2010)
Bembenutty, (2009); Bembenutty, (2007)

18. 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.

19. 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.

20. 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

21. 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.

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

23. Discussion:
• 3P Model Extended.
– Added Sub process under process phase.

24. THANK YOU!