Academic Delay of Gratification: Research Trends in Japan and Asia

ABSTRACT One factor that influences students’ academic performance and outcomes in postsecondary education is their ability to delay gratification for long‐term academic goals. This ability, known as academic delay of gratification (ADOG), is closely related to self‐regulated learning, which involves using cognitive and emotional strategies to regulate one's learning process. ADOG and self‐regulated learning are relevant for students from different cultural backgrounds, including those from Asia and Japan. In this chapter, we examine the recent literature on ADOG and self‐regulated learning and explore how these constructs can be understood and applied to Asian and Japanese contexts.