College Students' Academic Delayed Gratification And Academic Self-efficacy, The Relationship Between Metacognitive Study

This study has reviewed concept of research, paradigm of research, presentsituation of research about academic delay of gratification. By selecting universitystudents as the subjects and with the help of The Undergraduate’s Academic Delay ofGratification Scale, The Academic Self-Efficacy Scale and The Scale for CollegeStudent’s Metacognitive Ability, this study explores the current situation andcharacteristics of the university students’ academic delay of gratification, academicself-efficacy and metacognitive ability. Furthermore, the relationships amongacademic delay of gratification，academic self-efficacy and metacognitive abilitywere explored among the university students, especially in academic delay ofgratification is affected by academic self-efficacy and metacognitive ability. Thefindings are as follows:1. Academic delay of gratification is the middle level, the middle levelproportion surpasses50%, the high level is only23.2%, slightly is lower than the lowlevel. Significant differences in grade have been found on academic delay ofgratification, and the fresh students got higher score than juniors. As to the score onacademic delay of gratification, there are no significant differences in sex, universitytype, singleton or non-singleton students and their parents’ education. Grade anduniversity type have remarkable interaction on academic delay of gratification: Thefresh students got higher score than juniors in key university. As far as the freshstudents are concerted, key university’s score is obviously higher than undergraduateacademy’. What’s more, for juniors, which come from key university has lower scorethan undergraduate academy and ordinary college.2. The university students’ academic self-efficacy also is the middle level.Significant differences in sex and grade have been found on academic self-efficacyand dimension of study behavior self-efficacy. The male students’ level issignificantly higher than the female students’. Also, the key university’s level isobviously higher than the level of ordinary college. There are no significantdifferences in grade, subject, singleton or non-singleton students, hometown and their parents’ education level.3. The university students’ metacognitive ability also is the middle level. Thefemale students’ level is significantly lower than the male students’ in the ability ofmetacognitive regulation and metacognitive evaluation. The liberal art students’ levelis significantly higher than the science students’ in the ability of metacognitiveplanning, metacognitive evaluation and metacognitive ability. Singleton students gotremarkable higher score than non-singleton students in metacognitive monitoring.The students of undergraduate academy got remarkable higher score than the studentsof ordinary college in. the ability of metacognitive regulation. There are no significantdifferences on other demographical variables.4. Obvious positive correlation exists between academic delay of gratificationand academic self-efficacy.5. Academic delay of gratification and metacognitive ability are obviouspositive related.6. A significant positive correlation was found between academic self-efficacyand metacognitive ability.7. Academic self-efficacy and metacognitive ability have an impact onacademic delay of gratification. Study behavior self-efficacy and the ability ofmetacognitive regulation have positive effect on academic delay of gratificationsignificantly. What’s more, Study behavior self-efficacy and study ability self-efficacycan affect on academic delay of gratification indirectly by the ability of metacognitiveregulation and metacognitive planning.In view of the above findings, this study has carried on the discussion, andproposed educational suggestions correspondingly to enhance academic delay ofgratification of university students.