Academic delay of gratification, self-regulation of learning, gender differences, and expectancy-value

The associations between 250 college students’ use of self-regulatory strategies, expectancy-value, and delay of gratification were examined after controlling for gender. Perception of effort and the perceived importance of the delay alternatives (in comparison to the non-delay alternatives) exhibited main effects on students’ reported willingness to delay gratification. An interaction effect was found between gender and stress-reducing strategies on delay of gratification.