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Journal articles on the topic 'Academic delay of gratification'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Bembenutty, Héfer, and Stuart A. Karabenick. "Academic delay of gratification." Learning and Individual Differences 10, no. 4 (1998): 329–46. http://dx.doi.org/10.1016/s1041-6080(99)80126-5.

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Abd-El-Fattah, Sabry M., and Sahar El Shourbagi. "Academic Delay of Gratification and its Relationship to Motivational Determinants, Academic Achievement, and Study Hours among Omani High School Students: A Path Analysis." Journal of Educational and Psychological Studies [JEPS] 9, no. 4 (2015): 691–700. http://dx.doi.org/10.53543/jeps.vol9iss4pp691-700.

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This study was aimed at investigating the relationships of academic delay of gratification to motivational determinants, academic achievement, and study hours. The sample of the study included 200 Omani high school students. A path analysis showed that motivational determinants were positively related to academic delay of gratification which in turn was positive-ly related to academic achievement and study hours. A mediational analysis showed that academic delay of gratification mediated the relationships among motivational determinants and academic achievement and study hours. There were sign

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3

Abd-El-Fattah, Sabry M., and Sahar El Shourbagi. "Academic Delay of Gratification and its Relationship to Motivational Determinants, Academic Achievement, and Study Hours among Omani High School Students: A Path Analysis." Journal of Educational and Psychological Studies [JEPS] 9, no. 4 (2015): 691. http://dx.doi.org/10.24200/jeps.vol9iss4pp691-700.

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This study was aimed at investigating the relationships of academic delay of gratification to motivational determinants, academic achievement, and study hours. The sample of the study included 200 Omani high school students. A path analysis showed that motivational determinants were positively related to academic delay of gratification which in turn was positive-ly related to academic achievement and study hours. A mediational analysis showed that academic delay of gratification mediated the relationships among motivational determinants and academic achievement and study hours. There were sign

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4

Bembenutty, Héfer. "Academic delay of gratification and academic achievement." New Directions for Teaching and Learning 2011, no. 126 (2011): 55–65. http://dx.doi.org/10.1002/tl.444.

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Bembenutty, Héfer, and Stuart A. Karabenick. "Self-Regulation, Culture, and Academic Delay of Gratification." Journal of Cognitive Education and Psychology 12, no. 3 (2013): 323–37. http://dx.doi.org/10.1891/1945-8959.12.3.323.

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The ability to delay short-term gratification to pursue valuable long-term goals is essential for personal and even societal success. We provide a review of the conceptual status of delay of gratification from the perspectives of volitional, expectancy-value, and self-regulation theories as well as evidence regarding the associations between academic delay of gratification (ADOG), motivational beliefs, and use of self-regulated learning strategies. Cultural factors are considered, specifically influences on the assessment and understanding of research on ADOG. Suggestions are provided for ways

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Bembenutty, Héfer. "Academic Delay of Gratification, Self-Efficacy, and Time Management among Academically Unprepared College Students." Psychological Reports 104, no. 2 (2009): 613–23. http://dx.doi.org/10.2466/pr0.104.2.613-623.

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This study examined the associations between academic delay of gratification, self-efficacy beliefs, and time management among academically unprepared college students participating in a summer-immersion program. This study also examined whether the relation of self-efficacy with time management is mediated by academic delay of gratification. Analysis indicated that self-efficacy was directly associated with time management, as delay of gratification served to mediate this effect partially. Self-efficacy emerged as the strongest positive predictor of academic achievement.

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7

Anindya, Sitaninggar, and Rahayu Hardianti Utami. "Hubungan <i>Academic Delay Of Gratification </i>Dengan Prokrastinasi Akademik Pada Mahasiswa Yang Sedang Skripsi." CAUSALITA : Journal of Psychology 2, no. 4 (2025): 378–83. https://doi.org/10.62260/causalita.v2i4.387.

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Penelitian ini berfungsi untuk melihat hubungan Academic Delay Of Gratification dengan Prokrastinasi Akademik pada mahasiswa yang sedang skripsi. Penelitian ini menggunakan skala Thesis-Writing Procrastination Scale (TW-PS) dan skala academic delay of gratification yang dikembangkan oleh Bembenutty (1998). Sampel pada penelitian ini berjumlah 251 mahasiswa dengan menggunakan teknik purposive sampling. Analisis data yang digunakan pada penelitian ini adalah uji korelasi Rank Spearman dengan bantuan IBM SPSS Statistic 25 for window. Hasil dari penelitian ini menunjukkan nilai Coefficient Corelat

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Bembenutty, Héfer. "Academic delay of gratification and expectancy–value." Personality and Individual Differences 44, no. 1 (2008): 193–202. http://dx.doi.org/10.1016/j.paid.2007.07.025.

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9

CORWYN, ROBERT F., and PHILLIP P. MCGARRY. "AN EXPECTANCY VALUE THEORY PREDICTS ACHIEVEMENT IN UNDERGRADUATE STATISTICS THROUGH ACADEMIC DELAY OF GRATIFICATION." STATISTICS EDUCATION RESEARCH JOURNAL 19, no. 2 (2021): 42–56. http://dx.doi.org/10.52041/serj.v19i2.109.

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We tested a model that integrates academic delay of gratification with Expectancy Value Theory to predict achievement in an undergraduate psychology and nursing statistics class at a metropolitan university in the southeastern United States. We analyzed measurements (n = 163: 80.4% female) of past performance, academic delay of gratification, effort, value, affect, and cognitive competence with students’ final exam score. The path model analyzed explained 14.9% of the variance in scores. Past performance inmathematics and student effort had direct effects on grades and all expectancy value the

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10

Bembenutty, Héfer. "Self-Regulation of Learning and Academic Delay of Gratification: Gender and Ethnic Differences Among College Students." Journal of Advanced Academics 18, no. 4 (2007): 586–616. http://dx.doi.org/10.4219/jaa-2007-553.

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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 students. The study examined gender and ethnic differences in the relationships between academic performance, self-regulation, motivation, and delay of gratification using correlational analyses. The study also investigated whether students from diverse ge

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11

Bembenutty, Héfer. "Sustaining motivation and academic goals: The role of academic delay of gratification." Learning and Individual Differences 11, no. 3 (1999): 233–57. http://dx.doi.org/10.1016/s1041-6080(99)80002-8.

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12

Fattah, Sabri Abdel, and Mark McClelland. "The Invariance of Factorial Structure of the Academic Delay of Gratification Scale across Two Samples of Omani and British Adolescents: A Cross-Cultural Psychometric Study." Journal of Educational and Psychological Studies [JEPS] 11, no. 1 (2017): 71–101. http://dx.doi.org/10.53543/jeps.vol11iss1pp71-101.

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The present study aimed at investigating the factorial structure of the Academic Delay of Gratification Scale (ADGS) that best fit the data of two Omani and British samples, and whether this factorial structure is invariant across these two samples. The sample of the study included 450 (235 males and 215 females) and 410 (215 males and 195 females) Omani and British adolescents, respectively. The results of the multi-group confirmatory factor analysis showed that the scale had a unidimensional factorial structure in both samples and that this factorial structure was completely invariant when c

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Fattah, Sabri Abdel, and Mark McClelland. "The Invariance of Factorial Structure of the Academic Delay of Gratification Scale across Two Samples of Omani and British Adolescents: A Cross-Cultural Psychometric Study." Journal of Educational and Psychological Studies [JEPS] 11, no. 1 (2017): 71. http://dx.doi.org/10.24200/jeps.vol11iss1pp71-101.

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The present study aimed at investigating the factorial structure of the Academic Delay of Gratification Scale (ADGS) that best fit the data of two Omani and British samples, and whether this factorial structure is invariant across these two samples. The sample of the study included 450 (235 males and 215 females) and 410 (215 males and 195 females) Omani and British adolescents, respectively. The results of the multi-group confirmatory factor analysis showed that the scale had a unidimensional factorial structure in both samples and that this factorial structure was completely invariant when c

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14

Cheng, Vivienne, and Jonathan Catling. "The role of resilience, delayed gratification and stress in predicting academic performance." Psychology Teaching Review 21, no. 1 (2015): 13–22. http://dx.doi.org/10.53841/bpsptr.2015.21.1.13.

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Transition to university is an important and potentially stressful life event for students. Previous studies have shown that resilience, delay of gratification and stress can affect the academic performance of students. However, none have shown the effect of these factors in predicting academic performance, hence the current study aimed to look at the predictive power of the combined effect of these factors on first–year undergraduate student’s academic performance. One–hundred–and–seventy–six first–year Psychology undergraduates from the University of Birmingham were recruited. All participan

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15

Haweny, Kayla, Erika I Sodeika, Sasha B Monaco, Morgan Botknecht, and Martin Heesacker. "Depletion Sensitivity Partially Mediated the Relationship between Social Media Addiction and Academic Productivity." Journal of Information Technology Education: Research 24 (2025): 014. https://doi.org/10.28945/5501.

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Aim/Purpose: The aim of this paper is to evaluate whether the use of social media by college students is linked with diminished academic productivity, and if so, why? Background: In prior research, social media use was inversely related to academic productivity. We replicated that effect and tested whether depletion sensitivity, delay discounting, and delay of gratification mediated the relationship. Methodology: College students (n=315) participated in an online survey, which included two measures of social media use, measures of three potential mediators (depletion sensitivity, delay discoun

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Ogawauchi, Tetsuo, and Yukichi Ryu. "The Relationships between Preschool teacher efficacy and Academic Delay of Gratification." Proceedings of the Annual Convention of the Japanese Psychological Association 81 (September 20, 2017): 1C—085–1C—085. http://dx.doi.org/10.4992/pacjpa.81.0_1c-085.

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Bembenutty, Héfer. "Teaching Effectiveness, Course Evaluation, and Academic Performance: The Role of Academic Delay of Gratification." Journal of Advanced Academics 20, no. 2 (2009): 326–55. http://dx.doi.org/10.1177/1932202x0902000206.

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18

Dong, Gaozhi, Jiaqi Yu, Xiaoyin Luo, Xiaoyin Wu, Junpu Wu, and Yun Luo. "Effect of College Students’ Smartphone Dependence on Academic Engagement against The Background of Digital Transformation: Mediating Roles of Resilience and Delay of Gratification." Yixin Publisher 1, no. 5 (2023): 15–23. http://dx.doi.org/10.59825/jet.2023.1.5.15.

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This study tested 610 college students using the mobile phone addiction tendency scale, the college student learning engagement scale, the simplified version of the psychological resilience scale, and the delayed gratification scale. The aim was to examine the impact of mobile phone dependence on learning engagement among college students in the context of digital transformation, as well as the mediating role of psychological resilience and delayed gratification. Research has found that there is a significant correlation between mobile phone dependence, learning engagement, psychological resil

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19

Chakraborty, Asst Prof Rajib. "Estimation of Greatest Lower Bound Reliability of Academic Delay of Gratification Scale." IOSR Journal of Research & Method in Education (IOSRJRME) 07, no. 02 (2017): 75–79. http://dx.doi.org/10.9790/7388-0702017579.

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20

Souza, Juliana Ribeiro, Lua Syrma Zaniah Santos, Jacqueline Veneroso Alves da Cunha, and Bruna Camargos Avelino. "Academic Delay of Gratification and its Relation with Learning Self-Regulation Strategies." Revista de Educação e Pesquisa em Contabilidade (REPeC) 12, no. 2 (2018): 237–59. http://dx.doi.org/10.17524/repec.v12i2.1693.

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21

MITSUTOMI, Takashi, and Tetsuo OGAWAUCHI. "EFFECTS OF SITUATIONAL FACTORS ON ACADEMIC DELAY OF GRATIFICATION IN COLLEGE STUDENTS." PSYCHOLOGIA 60, no. 3 (2017): 121–31. http://dx.doi.org/10.2117/psysoc.2018-002.

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22

Perez, Hyaciel, Davie Mae Villejo, Mika Centinales, and Ronnalie Ann Barrientos-Mamon. "Relationships among Academic Delay of Gratification, Motivated Learning Strategies, and Academic Grit in Manila City Medical Students." Psychology and Education: A Multidisciplinary Journal 30, no. 5 (2025): 765–74. https://doi.org/10.5281/zenodo.14615115.

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To become a physician, one must invest a significant amount of time and resist immediate gratification for something more rewarding and fulfilling in the future. Additionally, being in medical school also requires perseverance and effective study habits. Therefore, medical students are familiar with Academic Delay of Gratification (ADOG), Academic Grit (AG), and Motivated Strategies for Learning (MSL) as it helps them to be successful in their studies and future careers. To understand the relationship between the three aforementioned variables, this study aimed to investigate the levels of med

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23

Mahatmaharti, Rr Agung Kesna, Raden Firman Nurbudi Prijambodo, and Siti Dinarti. "Analysing Self-Discipline: An Overview of Self-Control, Self-Regulation and Delay of Gratification in Elementary School Students in Jombang." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 8, no. 4 (2024): 849–59. http://dx.doi.org/10.31004/obsesi.v8i4.6112.

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This study aims to describe the self-discipline character of elementary school students in Jombang, in terms of delay of gratification, self-control, and self-regulation. Self-discipline is an important factor that supports students‘ learning success, as it is directly related to student's ability to organise themselves to follow school rules and achieve academic goals. Data were collected through distributing questionnaires to elementary school students spread across several schools in Jombang. The research method used was descriptive quantitative with a survey approach. This involved designi

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24

Bembenutty, Héfer. "Academic delay of gratification, self-regulation of learning, gender differences, and expectancy-value." Personality and Individual Differences 46, no. 3 (2009): 347–52. http://dx.doi.org/10.1016/j.paid.2008.10.028.

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25

BEMBENUTTY, HÉFER. "ACADEMIC DELAY OF GRATIFICATION, SELF-EFFICACY, AND TIME MANAGEMENT AMONG ACADEMICALLY UNPREPARED COLLEGE STUDENTS1." Psychological Reports 104, no. 2 (2009): 612–23. http://dx.doi.org/10.2466/pr0.104.2.612-623.

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Bembenutty, Héfer, and Stuart A. Karabenick. "Inherent Association Between Academic Delay of Gratification, Future Time Perspective, and Self-Regulated Learning." Educational Psychology Review 16, no. 1 (2004): 35–57. http://dx.doi.org/10.1023/b:edpr.0000012344.34008.5c.

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27

Owens, Elizabeth B., and Stephen P. Hinshaw. "Pathways from neurocognitive vulnerability to co-occurring internalizing and externalizing problems among women with and without attention-deficit/hyperactivity disorder followed prospectively for 16 years." Development and Psychopathology 28, no. 4pt1 (2016): 1013–31. http://dx.doi.org/10.1017/s0954579416000675.

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AbstractUsing a sample of 228 females with and without childhood attention-deficit/hyperactivity disorder followed prospectively across 16 years, we measured childhood neurocognitive vulnerability via executive dysfunction using teacher-reported cognitive and learning problems. We then ascertained relations between dimensionally measured internalizing and externalizing psychopathology during adulthood and showed that childhood neurocognitive vulnerability reliably predicted such associated psychopathology. We identified six serial mediation pathways from childhood neurocognitive vulnerability

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Zhang, Lili, Stuart A. Karabenick, Shun'ichi Maruno, and Fani Lauermann. "Academic delay of gratification and children's study time allocation as a function of proximity to consequential academic goals." Learning and Instruction 21, no. 1 (2011): 77–94. http://dx.doi.org/10.1016/j.learninstruc.2009.11.003.

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Nakanishi, Mayu, Motoyuki Nakaya, and Yoshifumi Nakanishi. "Development of the Japanese Version of the Academic Delay of Gratification Scale for Undergraduate Students." Japanese Journal of Personality 23, no. 3 (2015): 197–200. http://dx.doi.org/10.2132/personality.23.197.

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30

PEETSMA, THEA, JAAP SCHUITEMA, and INEKE VAN DER VEEN. "A longitudinal study on time perspectives: Relations with academic delay of gratification and learning environment1." Japanese Psychological Research 54, no. 3 (2012): 241–52. http://dx.doi.org/10.1111/j.1468-5884.2012.00526.x.

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31

OGAWAUCHI, Tetsuo. "The effect of motivation for learning and learning strategies on academic delay of gratification behavior." Proceedings of the Annual Convention of the Japanese Psychological Association 76 (September 11, 2012): 2PMC01. http://dx.doi.org/10.4992/pacjpa.76.0_2pmc01.

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32

Datu, Jesus Alfonso D., Charlie E. Labarda, and Maria Guadalupe C. Salanga. "Flourishing is Associated with Achievement Goal Orientations and Academic Delay of Gratification in a Collectivist Context." Journal of Happiness Studies 21, no. 4 (2019): 1171–82. http://dx.doi.org/10.1007/s10902-019-00122-w.

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33

Maruno, Shun'Ichi, and Lili Zhang. "Causal Relationships among Academic Delay of Gratification, Motivation, and Self-Regulated Learning in Elementary School Children." Perceptual and Motor Skills 111, no. 2 (2010): 631–42. http://dx.doi.org/10.2466/10.11.20.pms.111.5.631-642.

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34

Ganotice, Fraide A., and Ronnel B. King. "Blessed are Those Who Wait: Validating the Filipino Version of the Academic Delay of Gratification Scale (ADOGS)." Asia-Pacific Education Researcher 23, no. 1 (2013): 19–27. http://dx.doi.org/10.1007/s40299-013-0081-1.

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35

Li, Zheng. "The intertemporal connection between preschool delay of gratification and later academic performance in primary schools: evidence from China." Journal of Applied Economics 25, no. 1 (2022): 145–55. http://dx.doi.org/10.1080/15140326.2021.2013007.

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36

Fang, Chao-Hua, and Ren-Cheng Zhang. "The Impacts of Future Time Perspective on the Academic Delay of Gratification among Chinese and Thai University Students." International Journal of Learning, Teaching and Educational Research 18, no. 11 (2019): 87–101. http://dx.doi.org/10.26803/ijlter.18.11.6.

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37

Chua, Loo-Khoon, and Min Ju Kang. "The Effects of Academic Self-Concept and Maternal Parenting Behaviors on Children's Academic Delay of Gratification: A Comparison Study of Koreans and Malaysians." International Journal of Human Ecology 13, no. 2 (2012): 1–13. http://dx.doi.org/10.6115/ijhe.2012.13.2.1.

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38

Zhao, Hui, Yan Li, Luyuan Wan, and Ke Li. "Grit and Academic Self-Efficacy as Serial Mediation in the Relationship Between Growth Mindset and Academic Delay of Gratification: A Cross-Sectional Study." Psychology Research and Behavior Management Volume 16 (August 2023): 3185–98. http://dx.doi.org/10.2147/prbm.s421544.

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39

Maree, Jacobus G., and Liesel Ebersöhn. "Emotional Intelligence and Achievement: Redefining Giftedness?" Gifted Education International 16, no. 3 (2002): 261–73. http://dx.doi.org/10.1177/026142940201600309.

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Many researchers still consider measured intelligence as the most significant predictor for academic and life success, despite the fact that research time and again confirms that proven academic achievement is a far better predictor of academic achievement than a mere IQ score. This article examines the possible meaning of the construct “emotional intelligence”. The term is used to explain individual differences associated with life success; differences that are not sufficiently measured with traditional intelligence measuring instruments. Emotional intelligence includes social deftness, emoti

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40

Herndon, J. Stephan, Héfer Bembenutty, and Michele Gregoire Gill. "The role of delay of gratification, substance abuse, and violent behavior on academic achievement of disciplinary alternative middle school students." Personality and Individual Differences 86 (November 2015): 44–49. http://dx.doi.org/10.1016/j.paid.2015.05.028.

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41

Edwards, T., J. C. Catling, and E. Parry. "Identifying predictors of resilience in students." Psychology Teaching Review 22, no. 1 (2016): 26–34. http://dx.doi.org/10.53841/bpsptr.2016.22.1.26.

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Adverse life experiences have been linked with a wide range of negative outcomes. However, despite being exposed to adversity, individuals who exhibit high levels of resilience appear to be less impacted by adversity, and continue to function normally. Using self–report measures and a sample of 161 participants aged between 16 and 21, the present study aimed to identify whether exposure to adverse experiences, locus of control (LOC), academic delay of gratification and age could predict resilience in young students. Two significant individual predictors of resilience were identified: the amoun

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Jaekel, J., S. Eryigit-Madzwamuse, and D. Wolke. "PS-169 Early Delay Gratification Abilities Mediate Effects Of Preterm Birth On Attention Regulation And Academic Achievement At Age 8 Years." Archives of Disease in Childhood 99, Suppl 2 (2014): A172.1—A172. http://dx.doi.org/10.1136/archdischild-2014-307384.464.

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43

Xia, Ling-Ling, Jun-Da Li, Fan Duan, et al. "Effects of Online Game and Short Video Behavior on Academic Delay of Gratification - Mediating Effects of Anxiety, Depression and Retrospective Memory." Psychology Research and Behavior Management Volume 16 (October 2023): 4353–65. http://dx.doi.org/10.2147/prbm.s432196.

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Jafar, J. Jwad. "Inhibition Of The Impulsive Response Of The Secondary School Students." Multicultural Education 6, no. 3 (2020): 119. https://doi.org/10.5281/zenodo.4140763.

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<em>The secondary stage is a sensitive stage in human life, as it complements the stage of adolescence and the various physiological and biological changes that follow that afflict the psychological and social life of the human being, and it represents preparing the adolescent to assume responsibility for real social life, and then learn about rights and duties, and the behavior of students in the secondary stage is characterized by a rush of thinking And quick decision-making without showingdeliberation and slowness and being aware of all aspects of the problem, as a study indicated.The contr

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45

Velasco, Joseph Ching, and Jeremy de Chavez. "Millennial Work Ethic: A Preliminary Examination of the Work Ethic Profile of Filipino University Students." Mediterranean Journal of Social Sciences 9, no. 6 (2018): 121–30. http://dx.doi.org/10.2478/mjss-2018-0167.

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Abstract At present, most students in the universities are considered millennials. As explained by Delcampo, Haggerty, Haney, and Knippel (2010), millennials are individuals born from 1981-2000. In general, millennials are perceived to be the “me” generation or “hero” generation. In addition, they are criticized as individuals who are self-centered, unmotivated, disrespectful, and disloyal (Myers & Sadaghiani, 2010). Given the conflicting and, to some extent, uncritical generalizations about the millennial cohort, this paper explores the work ethic profile of Filipino millennial university

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Bembenutty, Héfer. "The Teacher of Teachers Talks about Learning to Learn: An Interview with Wilbert (Bill) J. McKeachie." Teaching of Psychology 35, no. 4 (2008): 363–72. http://dx.doi.org/10.1080/00986280802390787.

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Wilbert J. McKeachie has been the president of the American Psychological Association (APA), the American Association of Higher Education, the American Psychological Foundation, the Division of Educational and School Psychology of the International Association of Applied Psychology, and APA's Divisions 2 and 15. He received his PhD at the University of Michigan in 1949 and is former Director of the University of Michigan Center for Research on Learning and Teaching. He also served as Chair of the Psychology Department at the University of Michigan from 1961 to 1971. Professor McKeachie has rec

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47

Louie, Steven, Anthony H. Luick, and Judith L. Louie. "Locus of Control among Computer-Using School Children: A Report of a Pilot Study." Journal of Educational Technology Systems 14, no. 2 (1985): 101–18. http://dx.doi.org/10.2190/3rkw-vd9h-x7h4-hywu.

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Forty-six high SES school-aged children (aged nine to fifteen) participated in a prototypical after-school and summer computer camp provided by an independent non-profit research laboratory. Following an initial sixteen-hour exposure to Logo and Bank Street Writer, children twelve years of age or less were found to minimally shift towards an internal locus of control (paired 1-tailed t-test significant at .03), as measured pre and posttest with the Nowicki-Strickland Locus of Control (LOC) Scale for Children. The LOC scale was chosen as an operationalization of Papert's concept of “empowering

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48

Kurnia, Heri, and Joko Wahono. "The Influence of Emotional Intelligence on the Students' Achievement of Pancasila and Civic Education at SMA Negeri 5 Yogyakarta." Journal of Education and Practice 4, no. 4 (2020): 43. http://dx.doi.org/10.47941/jep.500.

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Purpose: This study determines the influence of emotional intelligence on the students' achievement of Pancasila and Civic Education (PPKn) at SMA Negeri 5 Yogyakarta in the 2019/2020 academic year.Methodology: The study uses a quantitative descriptive approach with both quantitative and qualitative data, specifically learning achievement and emotional intelligence. It was conducted at SMA Negeri 5 Yogyakarta in March 2020 using 720 respondents. Additionally, X, XI, and XII had 8 classes each, totaling 24 classes, where a sample of 30 students was taken from using a simple random sampling tech

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Abd-El-Fattah, Sabry M., та Sahar El Shourbagi. "Academic Delay of Gratification and Its Relationship to Motivational Determinants , Academic Achievement and Study Hours among Omani High School Students : A Path Analysis = تأجيل الإشباع الأكاديمي و علاقته بالمحددات الدافعية و التحصيل الأكاديمي و ساعات الاستذكار لدى طلاب المرحلة الثانوية في سلطنة عمان : تحليل المسار". Journal of Educational and Psychological Studies 9, № 4 (2015): 691–700. http://dx.doi.org/10.12816/0025663.

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WANG, Zhong-Jun, Yun-Juan LIU, and De-Yong YUAN. "Vocational Delay of Gratification." Advances in Psychological Science 20, no. 5 (2013): 705–14. http://dx.doi.org/10.3724/sp.j.1042.2012.00705.

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