The Effect of Motivation for Learning and Learning Strategies on Academic Delay of Gratification in High School Students

Abstract

The purpose of this study was to explore the effect of motivation for learning and learning strategies on academic delay of gratification. Four hundred and seventeen high school students were asked to complete four measurements. The results indicated: (1) Academic delay of gratification had a positive correlation with self-efficacy, self-regulated learning strategies, and motivation for learning. (2) Academic delay of gratification had a positive correlation with test anxiety. (3) The group with high academic delay of gratification had significantly higher selfefficacy, self-regulated learning strategies, and motivation for learning than the group with low academic delay of gratification. (4) There were no gender differences in academic delay of gratification. This paper discussed these findings with regard to prior studies.