The Relationship Among College Students' Academic Delay Of Gratification,academic Self-efficacy And Parenting Style

Based on the concept, origin of research, paradigm of research, measure and factors about academic delay of gratification, this study revised foreign Academic Delay of Gratification Scale of Bembenutty in the light of cultural background and made a preliminary investigation into Chinese college students'academic delay of gratification. With the help of The Academic Self-Efficacy Scale and Parenting Style Questionnaire,the relationships among academic delay of gratification,academic self-efficacy and parenting style were explored among students from university. SPSS 13.0 and LISREL 8.7 were adopted to analyze the data, and exploratory factor analysis, confirmatory factor analysis, analysis of reliability and validity, correlation analysis and analysis of multiple linear regressions and so on were conducted. The main findings were as follows:Firstly, the revised Academic Delay of Gratification Scale is composed of two dimensions: classroom academic delay of gratification and after classroom academic delay of gratification. This questionnaire has good reliability and validity.Secondly, female students got higher score than male students in academic delay of gratification and two dimensions of it. Significant differences in family locus have been found on academic delay of gratification and dimension of classroom academic delay of gratification. Non-singleton students got higher score than singleton students in dimension of classroom academic delay of gratification. Significant differences in family income have been found on academic delay of gratification and dimension of classroom academic delay of gratification. Significant differences in grade have been found on academic delay of gratification and two dimensions of it.Thirdly, the academic delay of gratification, academic self-efficacy and parenting style were closely related. The academic delay of gratification was in significant positive correlation with academic self-efficacy. The academic delay of gratification and academic self-efficacy were in significant positive correlation with dimensions of trust-encouragement and affection-warmed parenting style. The academic delay of gratification and academic self-efficacy were in significant negative correlation with dimensions of authoritarian, indulgence and neglecting parenting style.Fourth, the academic self-efficacy had an impact on parenting style and the academic delay of gratification, and it played an intermediary role in the relationship between parenting style and the academic delay of gratification.