Sustaining Motivation and Academic Delay of Gratification: Analysis and Applications

Autor/in	Bembenutty, Hefer
Titel	Sustaining Motivation and Academic Delay of Gratification: Analysis and Applications
Quelle	In: Theory Into Practice, 61 (2022) 1, S.75-88 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bembenutty, Hefer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2021.1955555
Schlagwörter	College Students; Student Motivation; Delay of Gratification; Personality Traits; Cognitive Processes; Affective Behavior; Assignments; Student Projects; Self Efficacy; Beliefs; Goal Orientation; Competence; Motivation Techniques + Suchen Sie Ihr Suchwort? Collegestudent; Schulische Motivation; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung; Assignment; Auftrag; Zuweisung; Schulprojekt; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Zielorientierung; Zielvorstellung; Kompetenz; Motivationsförderung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01