Choosing Immediate over Delayed Gratification Correlates with Better School-Related Outcomes in a Sample of Children of Color from Low-Income Families

Autor/inn/en	Duran, Chelsea A. K.; Grissmer, David W.
Titel	Choosing Immediate over Delayed Gratification Correlates with Better School-Related Outcomes in a Sample of Children of Color from Low-Income Families
Quelle	In: Developmental Psychology, 56 (2020) 6, S.1107-1120 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duran, Chelsea A. K.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000920
Schlagwörter	Delay of Gratification; Minority Group Students; Low Income Students; Kindergarten; Executive Function; Student Behavior; Grade 1; Decision Making; Self Control; After School Programs; Correlation; Urban Schools; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; School year 01; 1. Schuljahr; Schuljahr 01; Decision-making; Entscheidungsfindung; Selbstbeherrschung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Korrelation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Delayed, as opposed to immediate, gratification is generally understood to indicate adaptive development. The present study investigates performance on a choice-based delay of gratification measure and its relations with other outcomes in a sample of children of color from low-income families, who are underrepresented in delayed gratification research. The 6-item choice delay of gratification task, administered at the start of kindergarten (M[subscript age] = 5.5 years), exhibited good reliability. Items were largely equal in difficulty, but not equally discriminant. Children who chose immediate gratification had better executive function and were rated higher than their peers by their kindergarten teachers on behavioral measures; patterns in relations with first grade classroom behavior were similar, but weaker and not robust to controls. Choosing immediate gratification was also positively related to concurrent and later achievement, but not after controlling for executive function. These observations reinforce a need to clarify constructs underlying delay of gratification choices within groups of children underrepresented in this line of research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01