Academic Delay of Gratification and its Relation with Learning Self-Regulation Strategies

Authors

  • Juliana Ribeiro Souza Universidade Federal de Minas Gerais (UFMG)
  • Lua Syrma Zaniah Santos Universidade Federal de Minas Gerais (UFMG)
  • Jacqueline Veneroso Alves da Cunha Universidade Federal de Minas Gerais (UFMG)
  • Bruna Camargos Avelino Universidade Federal de Minas Gerais (UFMG)

DOI:

https://doi.org/10.17524/repec.v12i2.1693

Abstract

Context and Objective: Academic delay of gratification refers to individuals’ ability to self-regulate and is one aspect of the self-regulation of learning, that is, of the set of thoughts, feelings and actions an individual produces to achieve the desired academic objectives. The objective in this study was to analyze the academic delay of gratification, verifying its relation with the learning self-regulation strategies. Method: Descriptive and quantitative survey research. The sample consisted of 133 Accounting students from the Federal University of Minas Gerais (UFMG). Results and Contributions: After the development of Kruskal-Wallis and Spearman correlation tests, it was verified that female students made greater use of the learning strategies, while students who do not have a paid job while studying were more prone to academic delay of gratification. At the same time, it was concluded that, overall, the academic delay of gratification is positively correlated with the learning strategies, specifically the metacognitive and cognitive (rehearsal, elaboration and organization) strategies and the management of time and the study environment. Through this study, we intend to contribute to the analysis of the self-regulated attitudes Accounting students develop and, at bottom, provide important information to improve the teaching-learning process.

Author Biographies

Juliana Ribeiro Souza, Universidade Federal de Minas Gerais (UFMG)

Mestranda em Controladoria e Contabilidade - UFMG

Lua Syrma Zaniah Santos, Universidade Federal de Minas Gerais (UFMG)

Mestranda em Controladoria e Contabilidade - UFMG

Jacqueline Veneroso Alves da Cunha, Universidade Federal de Minas Gerais (UFMG)

Doutora em Controladoria e Contabilidade pela Universidade de São Paulo (USP) Professora Adjunta da Faculdade de Ciências Econômicas da Universidade Federal de Minas Gerais (UFMG)

Bruna Camargos Avelino, Universidade Federal de Minas Gerais (UFMG)

Doutora em Controladoria e Contabilidade pela Universidade de São Paulo (USP) Professora Adjunta da Faculdade de Ciências Econômicas da Universidade Federal de Minas Gerais (UFMG)

References

Aguiar, J. H. S. & da Silva, A. C. R. (2017). Aprendizado autorregulado em contabilidade: uma análise comparativa entre discentes de modalidade presencial e a distância. Revista Catarinense da Ciência Contábil, 16(48), pp. 7-23.

Avci, S. (2013). Relations between self regulation, future time perspective and the delay of gratification in university students. Education, 133(4), pp. 525-537.

Azzi, R. G. (2010). Mídias, transformações sociais e contribuições da teoria social cognitiva. Psico, 41(2), pp. 252-258.

Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.

Bandura, A. (2009). Social cognitive theory of mass communication. Media Psychology, 3(3), pp. 61-90. doi: 10.1207/S1532785XMEP0303_03

Bembenutty, H. & Karabenick, S. A. (1998). Academic delay of gratification. Learning and Individual Differences, 10(4), pp. 329–346. doi: https://doi.org/10.1016/S1041-6080(99)80126-5

Bembemutty, H. (1999). Sustaining motivation and academic goals: The role of academic delay of gratification. Learning and Individual Differences, 11(3), pp. 233-257. doi: https://doi.org/10.1016/S1041-6080(99)80002-8

Bembenutty, H. & Karabenick, S. A. (2004). Inherent association between academic delay of gratification, future time perspective, and self-regulated. Learning Educational Psychology Review, 16(1), pp. 35-57.

Bembenutty, H. (2007). Self-regulation of learning and academic delay of gratification: Gender and ethnic differences among college students. Journal of Advanced Academics, 18(4), pp. 586-616. doi: https://doi.org/10.4219/jaa-2007-553

Beuren, I. M. (2008). Como elaborar trabalhos monográficos em contabilidade - teoria e prática. São Paulo: Atlas.

Branco, E. M. da S. C., Peixoto, M. A. P. & Alvim, N. A. T. (2013, nov-dez). Escala do controle da ação para o diagnóstico de desempenho em estudantes de Enfermagem. Revista Brasileira de Enfermagem, 66(6), pp. 942-948. doi: http://dx.doi.org/10.1590/S003471672013000600020

Chen, C. S. (2002). Self-regulated learning strategies and achievement in an introduction to information systems course. Information Technology, Learning and Performance Journal, 20(1), pp. 11-25.

Enumo, S. R. F. & Kerbauy, R. R. (1999). Procrastinação: descrição de comportamento de estudantes e transeuntes de uma capital brasileira. Revista Brasileira de Terapia Comportamental e Cognitiva. 1(2), pp. 125-133.

Ferrari, J. R., Johnson, J. & Mccown, W. (1995). Procrastination and task avoidance: Theory, research and treatment. New York: Plenum Press.

Filcher, C. & Miller, G. (2000). Learning strategies for distance education students. Journal of Agricultural Education, 41(1), pp. 60-68.

Hair Jr., J. F., Black, W. C, Babin, B. J., Anderson, R. E. & Tatham, R. L. (2009). Análise multivariada de dados. (6ª ed.). Porto Alegre: Bookman.

Kohlsdorf, M. & Costa Júnior, Á. L. (2009). O autorrelato na pesquisa em psicologia da saúde: desafios metodológicos. Psicol. Argum., Curitiba, v. 27, n. 57, pp. 131-139.

Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action vs. state orientation. In: Action control: From cognition to behavior, edited by J. Kuhl &J. Beckmann. New York: Springer-Verlag, pp. 101-128. doi: https://doi.org/10.1007/978-3-642-69746-3_6

Lemos, L.S. (2016). Estratégias de aprendizagem de estudantes de pedagogia: relações com características demográficas e autopercepção de desempenho. Tese de Doutorado. Universidade Estadual de Campinas, Campinas, SP, Brasil.

Maroco, J. (2010). Análise estatística: com utilização do SPSS. (3 ed.). Lisboa: Edições

Sílabo.

McKeachie, W. J. Pintrich, P. R. Lin, Y. G. & Smith, D. A. F. (1986). Teaching and learning inthe college classroom: a review of the research literature. AnnArbor, MI: University of Michigan. National Cent.er for Research to Improve Postsecondary Teaching and Learning.

Milfont, T. L. & Schwarzenthal, M. (2014). Explaining why larks are future-oriented and owls are present-oriented: Self-control mediates the chronotype-time perspective relationships. Chronobiology International, 31(4), pp. 581–588. doi: 10.3109/07420528.2013.876428.

Mischel, W. (1996). From good intentions to willpower. In: The psychology of action: Linking cognifion and motivation to behavior, edited by I’. M. Gollwitzer & J. A. Bargh. New York: Guilford Press, pp. 197-218.

Mischel, W., Shoda, Y. & Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of personality and social psychology, 54(4), p. 687.

Pavesi, M. A. & Alliprandini, P. M. Z. (2016). Análise da aprendizagem autorregulada de alunos de cursos a distância em função das áreas de conhecimento. Educação, Formação & Tecnologias, 9(1), pp. 3-15.

Pintrich, P. R. & Degroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), pp. 33-40. doi: https://doi.org/10.1037//0022-0663.82.1.33

Pintrich, P. R.& Johnson, G. R. (1990). Assessing and improving students' learning strategies. New Directions for Teaching and Learning, (42), pp. 83-92.

Pintrich, P. R, Smith, D. A. F., Duncan, T. & Mckeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Recuperado em 19 abril, 2017, a partir de https://www.researchgate.net/publication/271429287_A_

Manual_for_the_Use_of_the_Motivated_Strategies_for_Learning_Questionnaire_MSLQ.

Pintrich, P. R. (1999). Taking control of research on volitional control: Challenges for future theory and research. Learning and Individual Differences, 11(3), pp. 335–354.doi: https://doi.org/10.1016/S1041-6080(99)80007-7

Ranking Universitário Folha - RUF. (2015). Recuperado em 20 junho, 2017, a partir de http://m.ruf.folha.uol.com.br/2015/ranking-de-cursos/ciencias-contabeis/.

Silva, D. M., Leal, E. A., Pereira, J. M. & Oliveira Neto, J. D. (2015). Estilos de aprendizagem e desempenho acadêmico na Educação a Distância: uma investigação em cursos de especialização. Revista Brasileira de Gestão de Negócios, 17 (57), pp. 1300-1316. doi: http://dx.doi.org/10.7819/rbgn.v17i57.1852

Silva, D. M., Oliveira Neto, J. D. (2010). O impacto dos estilos de aprendizagem no ensino de Contabilidade. Contabilidade Vista e Revista, 21 (4), pp. 123-156.

Snow, R. E., Corno, L., & Jackson, D. III. (1996). Individual differences in affective and conative functions. In: Handbook of educational psychology, edited by D. Berliner & R. Calfee. New York: Macmillan, pp. 243-310.

Stolarski, M., Ledzińska, M., & Matthews, G. (2013). Morning is tomorrow, evening is today: Relationships between chronotype and time perspective. Biological Rhythm Research, 44, pp. 181–196. doi: https://doi.org/10.1080/09291016.2012.656248

Testa, M. G. (2006). A influência das preferências por contato social e da autoregulação dos recursos de aprendizagem do estudante na efetividade dos cursos desenvolvidos na Internet. Tese de doutorado, Universidade Federal do rio Grande do Sul, Porto Alegre, RS, Brasil.

Testa, M. G. & Freitas, H. (2005). Auto-Regulação da Aprendizagem: analisando o perfil do estudante de Administração. Encontro Nacional da ANPAD (Enanpad), Brasília. Anais... ANPAD: Brasília, DF, Brasil. 29. Recuperado em 20 de maio, 2018, em: http://gianti.ea.ufrgs.br/files/artigos/2005/2005_163_ENANPAD.pdf.

Watson, S. J. & Milfont, T. L. (2017). A short-term longitudinal examination of the associations between self-control, delay of gratification and temporal considerations. Personality and Individual Differences, 106, pp. 57-60. doi: http://dx.doi.org/10.1016/j.paid.2016.10.023 0191-8869.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In: Boekaerts, M., Pintrich, P. R., and Zeidner, M. (eds.) Handbook of Self-Regulation, Academic Press, San Diego, CA. pp. 13-39.

Zimmerman, B. J. & Martinez-Pons, M. (1986). Development of a structured interview for

assessing student use of self-regulated learning strategies. American educational

research journal, 23(4), pp. 614-628. doi: https://doi.org/10.3102/00028312023004614

Zimmerman, B. J. (1998). Academic studying and the development of personal skill: a self-

regulatory perspective. Educ. Psychol, 33, (2/3): p. 73-86.

Zimmerman, B. J. & Schunk, D. H. (2001). Self-regulated learning and academic

achievement: theoretical perspectives. Routledge. doi: https://doi.org/10.1007/978-1-46123618-4

Published

2018-06-29

How to Cite

Souza, J. R., Santos, L. S. Z., Cunha, J. V. A. da, & Avelino, B. C. (2018). Academic Delay of Gratification and its Relation with Learning Self-Regulation Strategies. Journal of Education and Research in Accounting (REPeC), 12(2). https://doi.org/10.17524/repec.v12i2.1693

Most read articles by the same author(s)