Blessed are Those Who Wait: Validating the Filipino Version of the Academic Delay of Gratification Scale (ADOGS)
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Blessed are Those Who Wait: Validating the Filipino Version of the Academic Delay of Gratification Scale (ADOGS) Fraide A. Ganotice Jr. • Ronnel B. King
Ó De La Salle University 2013
Abstract The objective of this study was to examine the psychometric properties of the Filipino version of the Academic Delay of Gratification Scale (ADOGS; Bembenutty and Karabenick, Learn Individ Differ 10:329–346, 1998). This instrument measures the degree to which students postpone immediately available opportunities to satisfy their impulses in order to pursue important goals that are temporally remote but ostensibly more important. Filipino high school students (N = 425) completed the ADOGS. Both within-network and between-network approaches to construct validation were used. Responses to this questionnaire were shown to have good internal consistency reliability and support is provided for its construct validity in terms of its correlations with other theoretically relevant educational constructs such as cognitive and metacognitive strategies. Multigroup tests showed strong invariance across year levels and partial invariance across genders. Implications for cross-cultural research are discussed. Keywords Academic delay of gratification Delay of gratification Cognitive strategies Metacognitive strategies Filipino
I never put off till tomorrow what I can do the day after.—Oscar Wilde F. A. Ganotice Jr. College of Teacher Education, Palawan State Univeristy, Puerto Princesa, Philippines R. B. King (&) Learning Sciences Lab, National Institute of Education, Nanyang Technological University, NIE5-B3-62, 1 Nanyang Walk, Singapore 637616, Singapore e-mail: [email protected]; [email protected]
To be successful in life, people have to resort to a deliberate deferment of gratification in order to pursue valued future goals (Metcalfe and Mischel 1999; Mischel and Rodriguez 1989). Examples include pursuing further studies after office hours (instead of just relaxing at home) or going to gym to shed-off extra pounds (instead of indulging one’s cravings for sweets) among others. In the classroom setting, this deliberate and strategic postponement strategy called academic delay of gratification is believed to be associated with a number of optimal outcomes including better academic achievement and a more adaptive motivational orientation (Bembenutty 2009, 2010; Bembenutty and Karabenick 1998; King and Du 2011; Wolters 1998; Zhang et al. 2011; Zimmerman 1998, 2000). Bembenutty (2010, p. 3) defined academic delay of gratification as ‘‘one’s intentions to postpone immediately-available rewards and wait for a larger, although temporally distant, reward’’ (see also Bembenutty 2009; Bembenutty and Karabenick 2004). Students’ ability to deny and/or forgo immediate gratification in favor of the attainment of more valued future goals is believed to be associated with academic success (Bembenutty and Karabenick 1998; King and Du 2011). In light of these findings, the academic delay of gratification construct seems
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