Helping Young Children to Delay Gratification

Early Childhood Education Journal 35(6):557-564. DOI: 10.1007/s10643-008-0240-9

ABSTRACT The ability to delay gratification (DG) in young children is vital to their later development. Such ability should be taught
as early as possible. One hundred kindergartners (Mean age=6.11), randomly assigned to three groups; a, labeling: received
the treatment of being labeled as “patient” kids; b, story-telling: were read a story about the patient antagonist rewarded
double gifts, while the impulsive character got only one same reward; c, control: received no treatment. Under the DG task
of Ball-Moving Activity, the ANOVA results showed the children in labeling group delayed longer (M=13.23m) than the control
one (M=11.25m), showed marginal significant difference at p=.06, medium effect size magnitude at η2=.06. No significant mean differences were found between the story-telling (M=12.68m) and the control group, though the
story-telling group delayed more than 1min longer than their counterparts. Sex differences on the task are also discussed.

1 Bookmark
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study examined the associations between academic delay of gratification, self-efficacy beliefs, and time management among academically unprepared college students participating in a summer-immersion program. This study also examined whether the relation of self-efficacy with time management is mediated by academic delay of gratification. Analysis indicated that self-efficacy was directly associated with time management, as delay of gratification served to mediate this effect partially. Self-efficacy emerged as the strongest positive predictor of academic achievement.
    Psychological Reports 05/2009; 104(2):613-23. · 0.44 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Two studies examined the interactive effect of receptive verbal intelligence measured by the Peabody Picture Vocabulary Test and self-regulatory competencies measured in the delay of gratification paradigm on boys’ aggression. Study 1 participants (N=98) were middle school, low-income boys primarily ethnic minority. Participants for Study 2 (N=59) were drawn from a treatment camp for boys from low-income neighborhoods with behavioral adjustment problems. In both studies, the interaction between verbal intelligence and self-regulation was significant such that verbal intelligence was associated with lower aggression to a greater extent among boys who had effective self-regulatory skills than among those who had ineffective self-regulatory skills. The implications of these findings for interventions and for a theory of risk factors in aggression are discussed.
    Journal of Research in Personality - J RES PERSONAL. 01/2007; 41(2):374-388.