Advanced SearchSearch Tips
The Effects of Academic Self-Concept and Maternal Parenting Behaviors on Children's Academic Delay of Gratification: A Comparison Study of Koreans and Malaysians
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
The Effects of Academic Self-Concept and Maternal Parenting Behaviors on Children's Academic Delay of Gratification: A Comparison Study of Koreans and Malaysians
Chua, Loo-Khoon; Kang, Min Ju;
  PDF(new window)
This study examined the effects of academic self-concept (internal factor) and maternal parenting behaviors (external factor) on academic delay of gratification (ADOG). Additionally, models predicting ADOG were compared between Korean and Malaysian children. The participants of this study were 100 Korean third graders and their mothers, and 100 Malaysian third graders and their mothers. The children completed the modified versions of the Academic Delay of Gratification Scale for Children, and Academic Self-Concept Questionnaire. The mothers completed the Parenting Attitude Test. Pearson's correlation tests, independent t-tests, and multiple regression analyses were conducted to test the research hypotheses. The results showed that Korean children reported higher ADOG and academic self-concept scores than that of Malaysian children. Moreover, academic self-concept was found to have a significant positive effect on ADOG among both Korean and Malaysian children. There was no significant gender difference in ADOG for both Korean and Malaysian children. However, the effects of maternal parenting behaviors on ADOG were only detected among the Malaysian children, particularly on Achievement Press. That is, only for the Malaysian children, maternal pressure about academic achievement was found to have a significant positive effect on ADOG. In conclusion, only academic self-concept was found to be a significant predictor explaining the variance in ADOG among Korean children. On the other hand, academic self-concept and maternal parenting behaviors were shown as significant predictors explaining the variance in ADOG among Malaysian children.
academic delay of gratification (ADOG);academic self-concept;maternal parenting behaviors;children;
 Cited by
Bangalore, S., & Messerli, F. H. (2006). Of statistical significance: "Trends" toward significance and optimism bias. Journal of the American College of Cardiology, 48(7), 1471.

Bembenutty, H., & Karabenick, S. A. (1998). Academic delay of gratification. Learning and Individual Differences, 10(4), 329-346. crossref(new window)

Bembenutty, H. (1999). Sustaining motivation and academic goals: The role of academic delay of gratification. Learning and Individual Differences, 11(3), 233-257. crossref(new window)

Bembenutty, H. (2007). Self-regulation of learning and academic delay of gratification: Gender and ethnic differences among college students. Journal of Advanced Academics, 18(4), 586-616. crossref(new window)

Bembenutty, H. (2008). Academic delay of gratification and expectancy-value. Personality and Individual Differences, 44, 193-202. crossref(new window)

Bembenutty, H. (2009). Academic delay of gratification, self-regulation of learning, gender differences, and expectancy-value. Personality and Individual Differences, 46, 347-352. crossref(new window)

Berk, L. E. (2008). Infants and children (6th ed.). Boston: Pearson Education.

Bocknek, E. L., Brophy-Herb, H. E., & Banerjee, M. (2009). Effects of parental supportiveness on toddlers' emotion regulation over the first three years of life in a low-income African American sample. Infant Mental Health Journal, 30(5), 452-476. crossref(new window)

Cheung, C. S., & Pomerantz, E. M. (2011). Parents' involvement in children's learning in the United States and China: Implications for children's academic and emotional adjustment. Child Development, 82(3), 932-950. crossref(new window)

Department of Statistics Malaysia (2011). Mid-year population estimates by ethnic group and sex. 2010 Yearbook of Statistics Malaysia, p. 34.

Gonzalez-DeHass, A. R., Willems, P. P., & Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation .Educational Psychology Review, 17(2), 99-123. crossref(new window)

Grewal, R., Cote, J. A., & Baumgartner, H. (2004). Multicollinearity and measurement error in structural equation models: Implications for theory testing. Marketing Science, 23(4), 431-439.

Guay, F., Ratelle, C. F., Roy, A., & Litalien, D. (2010). Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effect. Learning and Individual Differences, 20, 644-63. crossref(new window)

Kim, U., & Park, Y-S. (2006). Indigenous psychological analysis of academic achievement in Korea: The influence of self-efficacy, parents, and culture. International Journal of Psychology, 41(4), 287-292. crossref(new window)

Lee, P., Lan, W., Wang, C., & Chiu, H. (2008). Helping young children to delay gratification. Early Childhood Education Journal, 35, 557-564. crossref(new window)

Lent, R. W., Brown, S. D., & Gore, P. A. J. (1997). Discriminant and predictive validity of academic selfconcept, academic self-efficacy, and mathematics specific self-efficacy. Journal of Counseling Psychology, 44(3), 307-315. crossref(new window)

Lew, S-C., Choi, W-Y., & Wang, H. S. (2011). Confucian ethics and the spirit of capitalism in Korea: The significance of filial piety. Journal of East Asian Studies, 11, 171-196. crossref(new window)

Li, J. (2005). Mind or virtue: Western and Chinese beliefs about learning. Current Directions in Psychological Science, 14, 190-194. crossref(new window)

Mansur, K., Abd. Rahim, D. A., Lim, B., & Mahmud, R. (2009). Perception towards the importance of education among Muslim Women in Papar Sabah (Malaysia). Munich Personal RePEc Archive, 13430, 1- 20.

Mastor, K. A., Jin, P., & Cooper, M. (2000). Malay culture and personality: A big five perspective. American Behavioral Scientist, 44(1), 95-111. crossref(new window)

Naderi, H., Abdullah, R., Aizan, H. T., Sharir, J., & Kumar, V. (2009). Self-esteem, gender and academic achievement of undergraduate students. American Journal of Scientific Research, 3, 26-37.

Ommundsen, Y., Haugen, R., & Lund, T. (2005). Academic self-concept, implicit theories of ability, and self-regulation strategies. Scandinavian Journal of Educational Research, 49(5), 461-474. crossref(new window)

Ryu, K., & Cervero, R. M. (2011). The role of Confucian cultural values and politics in planning educational programs for adults in Korea. Adult Education Quarterly, 61(2), 139-160. crossref(new window)

Wang, Q., & Pomerantz, E. M. (2009). The motivational landscape of early adolescence in the US and China: A longitudinal investigation. Child Development, 80, 1280-1296.

Zhang, L., Karabenick, S. A., Maruno, S., & Lauermann, F. (2011). Academic delay of gratification and children's study time allocation as a function of proximity to consequential academic goals. Learning and Instruction, 21, 77-94. crossref(new window)

Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysisof exemplary instructional models. In D. H. Schunk, & B. J.Zimmerman, Self-regulated learning: From teaching to self-reflective practice (pp. 1-19). New York: The Guilford Press.