Skip to main content
SpringerLink
Log in

Blessed are Those Who Wait: Validating the Filipino Version of the Academic Delay of Gratification Scale (ADOGS)

  • Regular Article
  • Published:
The Asia-Pacific Education Researcher Aims and scope Submit manuscript

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411–423.

    Article  Google Scholar 

  • Andres, T. D. (1981). Understanding Filipino values: A management approach. Quezon: New Day.

    Google Scholar 

  • Bembenutty, H. (1999). Sustaining motivation and academic goals: The role of academic delay of gratification. Learning and Individual Differences, 11, 233–257.

    Article  Google Scholar 

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

    Article  Google Scholar 

  • Bembenutty, H. (2010). Homework completion: The role of self-efficacy, delay of gratification, and self-regulatory processes. The International Journal of Educational and Psychological Assessment, 6, 1–20.

    Google Scholar 

  • Bembenutty, H., & Karabenick, S. A. (1998). Academic delay of gratification. Learning and Individual Differences, 10, 329–346.

    Article  Google Scholar 

  • Bembenutty, H., & Karabenick, S. A. (2004). Inherent association between academic delay of gratification, future time perspective, and self-regulated learning: Effects of time perspective on student motivation. Educational Psychology Review, 16(35), 57.

    Google Scholar 

  • Bennett, K. M. (1998). Gender and longitudinal changes in physical activities in later life. Age and Ageing, 27, 24–28.

    Article  Google Scholar 

  • Bentler, P. M., & Chou, C. P. (1987). Practical issues in structural modeling. Sociological Methods and Research, 16, 78–117.

    Article  Google Scholar 

  • Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1(3), 185–216.

    Article  Google Scholar 

  • Bulatao, J. C. (1963). Personal preferences of Filipino students. Philippine Sociological Review, 11, 168–178.

    Google Scholar 

  • Byrne, B. M. (2010). Structural equation modelling with AMOS: Basic concepts, applications, and programming (2nd ed.). New York: Routledge.

    Google Scholar 

  • Cherney, I. D., & London, K. (2006). Gender-linked differences in the toys, television shows, computer games, and outdoor activities of 5- to 13-year old children. Sex Roles, 54, 717–726.

    Article  Google Scholar 

  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9, 233–255.

    Article  Google Scholar 

  • Domingo, F. (1977). Child-rearing practices in barrio Cruz-na-Ligas. Philippine Journal of Psychology, 10, 3–66.

    Google Scholar 

  • Dowson, M., & McInerney, D. (2004). The development and validation of the Goal Orientation and Learning Strategies Survey (GOALS-S). Educational and Psychological Measurement, 64, 290–310.

    Article  Google Scholar 

  • Fischer, R. (2004). Standardization to account for cross-cultural response bias: A classification of score adjustment procedures and review of research in JCCP. Journal of Cross Cultural Psychology, 35, 263–282.

    Article  Google Scholar 

  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.

    Article  Google Scholar 

  • Ganotice, F. A., Bernardo, A. B. I., & King, R. B. (2012). Testing the factorial invariance of the English and Filipino version of the Inventory of School Motivation with Bilingual Students in the Philippines. Journal of Psychoeducational Assessment, 30, 298–303.

    Article  Google Scholar 

  • Guthrie, G. M., Jackson, D. N., Astilla, E., & Elwood, B. (1983). Personality measurement: Do the scales have similar meanings in other cultures? In S. H. Irvine & J. W. Berry (Eds.), Human assessment and cultural factors (pp. 377–392). New York: Plenum.

    Chapter  Google Scholar 

  • Guthrie, G. M., & Jacobs, P. J. (1967). Child rearing and personality development in the Philippines. Manila: The Pennsylvania State University Press.

    Google Scholar 

  • Hacker, D. J. (1998). Metacognition: Definitions and empirical foundations. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 1–24). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Hambleton, R. K. (2001). The next generation of the ITC test translation and adaptation guidelines. European Journal of Psychological Assessment, 17(3), 164–172.

    Article  Google Scholar 

  • Hambleton, R. K., Merenda, P., & Spielberger, C. (Eds.). (2005). Adapting educational and psychological tests for cross-cultural assessment. Hillsdale, NJ: Lawrence Erlbaum Publishers.

    Google Scholar 

  • Henrich, J., Heine, S. J., & Norenzayan, A. (2010). Most people are not WEIRD. Nature, 466, 29.

    Article  Google Scholar 

  • Hoyle, R. H., & Duvall, J. L. (2004). Determining the number of factors in exploratory and confirmatory factor analysis. In D. Kaplan (Ed.), The SAGE handbook of quantitative methodology for social sciences (pp. 301–315). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Johnson, C. Y., Bowker, J. M., & Cordell, H. K. (2001). Outdoor recreation constraints: An examination of race, gender, and rural dwelling. Southern Rural Sociology, 17, 111–133.

    Google Scholar 

  • Kenny, D. A. (2012). Measuring model fit. Retrieved from http://davidakenny.net/cm/fit.htm.

  • Kim, S., Kim, S. H., & Kamphaus, R. W. (2010). Is aggression the same for boys and girls? Assessing measurement invariance with confirmatory factor analysis and item response theory. School Psychology Quarterly, 25, 45–61.

    Article  Google Scholar 

  • King, R. B., & Du, H. (2011). All good things come to those who wait: Validating the Chinese version of the Academic Delay of Gratification Scale (ADOGS). The International Journal of Educational and Psychological Assessment, 7, 64–80.

    Google Scholar 

  • King, R. B., Ganotice, F. A., & Watkins, D. A. (2012). Cross-cultural validity of the Inventory of School Motivation (ISM) in Chinese and Filipino samples. Child Indicators Research, 5, 135–153.

    Article  Google Scholar 

  • King, R. B., & Watkins, D. A. (2011). The reliability and validity of the Goal Orientation and Learning Strategies Survey (GOALS-S): A Filipino investigation. The Asia Pacific Education Researcher, 20, 579–594.

    Google Scholar 

  • Lau, S., Liem, A. D., & Nie, Y. (2008). Task-and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation. British Journal of Educational Psychology, 78, 639–662.

    Article  Google Scholar 

  • Lynch, F. (1973). Social acceptance reconsidered. In F. Lynch & A. de Guzman II (Eds.), Four readings on Philippine values (4th ed., pp. 1–68). Quezon: Ateneo de Manila University Press. IPC Papers No. 2.

    Google Scholar 

  • Maneesriwongul, W., & Dixon, J. K. (2004). Instrument translation process: A methods review. Journal of Advanced Nursing, 48, 175–186.

    Article  Google Scholar 

  • Markus, H., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253.

    Google Scholar 

  • Marsh, H. W. (1993). The multidimensional structure of physical fitness: Invariance over gender and age. Research Quarterly for Exercise and Sport, 64, 256–273.

    Article  Google Scholar 

  • Marsh, H. W. (1994). Confirmatory factor analysis models of factorial invariance: A multifaceted approach. Structural Equation Modeling, 1, 5–34.

    Article  Google Scholar 

  • Marsh, H. W. (1997). The measurement of physical self-concept: A construct validation approach. In K. Fox (Ed.), The physical self-concept: From motivation to well-being (pp. 27–58). Champaign, FL: Human Kinetics.

    Google Scholar 

  • Marsh, H. W., Barnes, J., Cairns, L., & Tidman, M. (1984). Self-description Questionnaire: Age and sex effects in the structure and level of self-concept for preadolescent children. Journal of Educational Psychology, 76, 940–956.

    Article  Google Scholar 

  • Martin, A. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77, 413–444.

    Article  Google Scholar 

  • Marton, F., Dall’ Alba, G., & Kun, T. L. (1996). Memorizing and understanding: The keys to the paradox? In D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural, psychological, and contextual influences (pp. 69–84). Hong Kong: Comparative Education Research Center.

    Google Scholar 

  • Metcalfe, J., & Mischel, W. (1999). A hot/cool system analysis of delay of gratification: Dynamics of willpower. Psychological Review, 106(1), 3–19.

    Article  Google Scholar 

  • Mischel, W., & Rodriguez, S. M. (1989). Delay of gratification in children. Science, 244(4907), 933–938.

    Article  Google Scholar 

  • Nyedegger, W. F., & Nyedegger, C. (1963). Tarong: An Ilocos barrio in the Philippines. In B. B. Whiting (Ed.), Six cultures: Studies in child-rearing (pp. 697–867). New York: Wiley.

    Google Scholar 

  • Pressly, M., & Harris, K. R. (2006). Cognitive strategies instruction: From basic research to classroom instruction. In P. A. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 265–286). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Rosen, B. N., & Peterson, L. (1990). Gender differences in children’s outdoor play injuries: A review and an integration. Clinical Psychology Review, 10, 187–205.

    Article  Google Scholar 

  • Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 125–151). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • van de Vijver, F., & Hambleton, R. (1996). Translating tests: Some practical guidelines. European Psychologist, 1, 89–99.

    Google Scholar 

  • Wolters, C. (1998). Self-regulated learning and college students’ regulation of motivation. Journal of Educational Psychology, 90, 224–235.

    Google Scholar 

  • Wright, J., & Jacobs, B. (2003). Teaching phonological awareness and metacognitive strategies to children with reading difficulties: A comparison of two instructional methods. Educational Psychology, 23, 17–47.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Developing self-regulated learners: From teaching to self-reflective practice. New York: Guilford Press.

    Google Scholar 

  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.

    Chapter  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. College of Teacher Education, Palawan State Univeristy, Puerto Princesa, Philippines

    Fraide A. Ganotice Jr.

  2. Learning Sciences Lab, National Institute of Education, Nanyang Technological University, NIE5-B3-62, 1 Nanyang Walk, Singapore, 637616, Singapore

    Ronnel B. King

Authors
  1. Fraide A. Ganotice Jr.
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ronnel B. King
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ronnel B. King.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Ganotice, F.A., King, R.B. Blessed are Those Who Wait: Validating the Filipino Version of the Academic Delay of Gratification Scale (ADOGS). Asia-Pacific Edu Res 23, 19–27 (2014). https://doi.org/10.1007/s40299-013-0081-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40299-013-0081-1

Keywords

Search

Navigation