How Academic Delay of Gratification Impacts Higher‐Education Learners

ABSTRACT Academic delay of gratification (ADOG) and self‐regulated learning (SRL) are explored within the context of higher education. ADOG involves the ability to postpone immediate rewards to work toward more distant but valuable long‐term goals. It is a critical component of SRL. This skill is crucial for college students, who face numerous academic and non‐academic demands. A review of studies finds that ADOG is positively correlated with academic achievement and self‐control. Individuals with a high ability to delay gratification tend to set long‐term goals and employ effective strategies to achieve them. Recommendations for developing delay of gratification are provided through a cyclical SRL model: (1) forethought, with provision of guidance on effective planning and time management; (2) performance, creating a learning environment for students to practice self‐monitoring strategies and self‐control; (3) reflection, enabling students to engage in self‐reflection. Future research could explore delay of gratification in cooperative learning settings.