Self-regulation of learning occupies a fundamental place in postsecondary education. "Self-regulation of learning" refers to learners' beliefs about their capability to engage in appropriate actions, thoughts, feelings, and behaviors in order to pursue valuable academic goals while self-monitoring and self-reflecting on their progress toward goal…

The ability to delay gratification is the cornerstone of all academic achievement and education. It is by delaying gratification that learners can pursue long-term academic and career goals. In general, "delay of gratification" refers to an individual's ability to forgo immediate rewards for the sake of more valuable ones later (Mischel, 1996).…

This article examines the role of self-regulation of learning on assigned homework. The findings reveal positive relationships between homework activities and self-efficacy, responsibility for learning, and delay of gratification. This review shows a positive relationship between homework and a range of self-regulation skills that facilitates…

This chapter highlights the major contributions of this volume on self-regulation of learning and provides new directions for cutting-edge theoretical and empirical work that could serve to facilitate self-regulation of learning in postsecondary education. "Self-regulation of learning" refers to learners' beliefs about their ability to engage in…

This paper provides an overview of the concept of feeling-of-knowing judgment, methodological issues regarding the concept, and its relationship with metacognition and self-regulation of learning. Feeling-of-knowing refers to the judgment about the degree of accuracy for recognizing or knowing a task or answer and predicting one's knowledge.…

The present study examined whether the association between teachers' self-efficacy beliefs and academic performance is mediated by their homework's self-efficacy beliefs and use of self-regulatory learning strategies. Path analyses were conducted. The final model revealed that teachers' self-efficacy beliefs have an indirect effect on their…

Successful learners are those who engage in self-regulation of learning by using learning strategies to secure task completion. They exercise behavioral control to not only choose or plan valuable academic tasks, but also to maintain motivation and intention in the light of distracting alternatives. It was expected that teachers' self-efficacy…

The present study examined the associations between preservice teachers' help seeking tendencies, homework beliefs and behavior, and their individual characteristics such as academic delay of gratification, self-esteem, and self-handicap behavior (N = 63). The results indicated that preservice teachers who have a positive attitude toward help…

We review the association between delay of gratification and future time perspective (FTP), which can be incorporated within the theoretical perspective of self-regulation of learning. We propose that delay of gratification in academic contexts, along with facilitative beliefs about the future, increase the likelihood of completing academic tasks.…

This study examined the relationship between academic delay of gratification (ADOG) and college students' use of action control. College students (n=113) at a large midwestern university completed the academic delay of gratification scale developed by the authors and the motivated strategies for learning questionnaire, which included an adaptation…

This study examined the predictive association between gender, ethnicity, and homework parental involvement, self-regulated learning processes, and motivational beliefs among 10th grade high school students. It was predicted that students' motivational beliefs and self-regulatory processes would be significant predictors of students' math academic…