Sustaining motivation and academic delay of gratification
Analysis and applications
Bibliographic Data
| ID | 4254319 |
|---|---|
| Authors | Héfer Bembenutty (0000-0002-7691-4007, Department of Secondary Education and Youth Services, Queens College of the City University of New York, Flushing, New York, USA, corresponding author) |
| Year | 2022 |
| Volume | 61 |
| Issue | 1 |
| Pages | 75-88 |
| Publication date | 2022-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2021.1955555 |
| OpenAlex | W3208314177 |
| Language | EN |
| Citations received | 3 |
| References cited | 20 |
To be academically successful, students need to delay gratification, sustain motivation, keep a high level of self-efficacy, and maintain an appropriate balance within their hot/cool cognitive-affective system. The cognitive-affective personality system includes 5 cognitive-affective mediating components (i.e., individuals' way of encoding themselves and situations; expectancy for success and beliefs; affective responses, emotions, and feelings; goals and values; and competencies and self-regulatory plans), and it is the theoretical framework that guides this article. Consistent with the theme of this special issue and by focusing on college students, I present applications of motivational theory to educational practices for each of the 5 cognitive-affective mediating components with particular attention to a hot-cool system analysis of delaying gratification. The article describes specific motivational practices that could advance existing knowledge and enhance teaching, learning, and performance among college students. The article provides practical applications about how teachers could promote motivation when assigning long-term projects
Cognition · Cognitive psychology · Delay of gratification · Developmental psychology · Expectancy theory · Feeling · Gratification · Personality · Procrastination · Education, Achievement, and Giftedness · Emotional Intelligence and Performance · Motivation and Self-Concept in Sports · Psychology · Social Psychology
Handbook of Self-Regulation of Learning and Performance
Reconciling Processing Dynamics and Personality Dispositions
From Cognitive Modeling to Self-Regulation
A hot/cool-system analysis of delay of gratification
Self-Efficacy
From expectancy-value theory to situated expectancy-value theory
Implementation intentions
Goal constructs in psychology
| Citations per year | 3 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |