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Academic Delay of Gratification: Implications for Preparing and Supporting Secondary Mathematics Teachers.

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Title: Academic Delay of Gratification: Implications for Preparing and Supporting Secondary Mathematics Teachers.
Authors: Flaggs, Darolyn A.1 (AUTHOR) dflaggs@kennesaw.edu, Acee, Taylor W.2 (AUTHOR)
Source: New Directions for Teaching & Learning. Spring2026, Vol. 2026 Issue 185, p41-46. 6p.
Subject Terms: *Delay of gratification, *Self-regulated learning, *Teacher education, *Student teachers, *Mathematics teachers, *Educational psychology, *Academic motivation, *Mathematics education
Abstract: To achieve academic goals, preservice teachers need to learn how to effectively delay gratification in the face of conflicting desires, aspirations, and distractions. As learners, preservice mathematics teachers need to self‐regulate their thoughts, feelings, and behaviors in the pursuit of valued academic and professional goals and facilitate self‐regulated learning (SRL) so that their students are better equipped to reach their academic goals. In this chapter, we review research on academic delay of gratification situated within SRL theory and focus on its implications and strategies for preparing and supporting preservice secondary mathematics teachers. [ABSTRACT FROM AUTHOR]
Copyright of New Directions for Teaching & Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: <searchLink fieldCode="JN" term="%22New+Directions+for+Teaching+%26+Learning%22">New Directions for Teaching & Learning</searchLink>. Spring2026, Vol. 2026 Issue 185, p41-46. 6p.
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  Data: To achieve academic goals, preservice teachers need to learn how to effectively delay gratification in the face of conflicting desires, aspirations, and distractions. As learners, preservice mathematics teachers need to self‐regulate their thoughts, feelings, and behaviors in the pursuit of valued academic and professional goals and facilitate self‐regulated learning (SRL) so that their students are better equipped to reach their academic goals. In this chapter, we review research on academic delay of gratification situated within SRL theory and focus on its implications and strategies for preparing and supporting preservice secondary mathematics teachers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of New Directions for Teaching & Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/tl.70006
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        Text: English
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      – SubjectFull: Delay of gratification
        Type: general
      – SubjectFull: Self-regulated learning
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      – SubjectFull: Teacher education
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      – SubjectFull: Student teachers
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      – SubjectFull: Mathematics teachers
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      – SubjectFull: Academic motivation
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      – SubjectFull: Mathematics education
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              Text: Spring2026
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