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Journals Home > Journal Of Advanced Academics > Volume 18 |  Issue 4 > Article Abstract
 

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  • Volume 18
  •  Issue 4
  • Publication Date: Summer 2007



Self-Regulation of Learning and Academic Delay of Gratification: Gender and Ethnic Differences Among College Students

Héfer Bembenutty

Few studies on the self-regulation of learning have examined individual differences such as gender and ethnicity among college students. 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. The aim of the present study was twofold. First, it examined gender and ethnic differences in the relationships between academic performance, self-regulation, motivation, and delay of gratification using correlational analyses. Second, this study investigated whether students from diverse gender and ethnic groups differed with regard to their use of self-regulation, motivation, delay of gratification, and academic performance using multivariate and univariate analyses of variance. Participants were 364 college students enrolled in introductory psychology courses in a public university. The results suggested the presence of gender and ethnic differences in motivation, use of cognitive strategies, delay of gratification, and use of self-regulation of learning. This study sheds light on the issue of gender and ethnic differences in a college setting. Because ethnic minority enrollment is increasing every year, colleges and universities need to explore ways to attract all learners and particularly those from underrepresented groups.


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