Delay of gratification, need for achievement, and acquiescence in another culture.

Mischel, Walter

doi:10.1037/h0039842

Cited by 155 publications

(51 citation statements)

References 18 publications

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“…They develop high self-control competences such as resistance to temptations which would thwart goal attainment. For example, individuals with a high achievement motive have a high ability and willingness to delay gratification (Mischel 1961), which is an important component of self-control (Mischel 1973(Mischel , 1996. Delay of gratification is defined as the competence ''to defer immediate gratification for the sake of later but more valued outcomes'' (Mischel and Gilligan 1964, p. 411).…”

Section: Implicit Achievement Motive As Moderatormentioning

confidence: 99%

Binge eating as a consequence of unfulfilled basic needs: The moderating role of implicit achievement motivation

Schüler

Kuster

2011

Motiv Emot

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The present study hypothesized that unfulfilled basic needs for autonomy, competence and relatedness (SDT, Deci and Ryan, Psychol Inq 11:227 268, 2000) are associated with the impulse to eat and with binge eating. In addition, we assumed that individuals with a high achievement motive, who are characterized by high selfcontrol competences, have the same impulse to eat when confronted with unfulfilled basic needs, but are better able to control the impulse to binge eat than individuals with a low achievement motive. In accordance with these hypotheses, unfulfilled basic needs significantly positively predicted the impulse to eat as well as binge eating behavior. As also expected, the achievement motive did not moderate the effect of unfulfilled needs on the impulse to eat, but did influence the effect of unfulfilled needs on binge eating. The results are discussed in terms of a broader debate about the interaction between basic needs and implicit motives.

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Section: Implicit Achievement Motive As Moderatormentioning

confidence: 99%

Binge eating as a consequence of unfulfilled basic needs: The moderating role of implicit achievement motivation

Schüler

Kuster

2011

Motiv Emot

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“…Approximately three decades ago, social cognitive researchers 2 began to study various components of self-regulation such as response inhibition (e.g., Walters et al, 1963;Walters and Parke, 1964), adoption of selfregulatory standards (e.g., Bandura et al, 1967;B andura and Kupers, 1964;Mischel and Liebert, 1966), delay of gratification (Mischel, 1961;Bandura and Mischel, 1965), and rule induction and use (e.g., Bandura and Harris, 1966;Bandura and McDonald, 1963). This research has led to the development of a unique triadic view of human self-regulation, involving personal, behavioral, and environmental dimensions.…”

mentioning

confidence: 99%

Self-regulating academic learning and achievement: The emergence of a social cognitive perspective

1990

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“…Sometimes the items are reversed on the second administration so that "yes-yes" or "no-no" responses are inconsistent (Peabody, 1961(Peabody, , 1964Rorer & Goldberg, 1964); sometimes items presumed to measure the same trait in opposite directions are administered simultaneously and scored for consistency (Christie, Havel, & Seidenburg, 1958). Sometimes syllogisms are broken down into triads of items so that subjects can be scored for the tendency to agree with the premises and disagree with the conclusion (Ca+,tell et al, 1955 Kuethe, 1960;Mahler, 1962;Mischel, 1961;Moore, 1964).…”

Section: Acquiescencementioning

confidence: 99%

Response Styles as Personality Variables: A Theoretical Integration of Multivariate Research1

Damarin¹,

Messick²

1965

ETS Research Bulletin Series

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Factor analytic and correlational studies of response styles have been reviewed for evidence relating stylistic responding to objective or performance measures of personality traits. The evidence strongly suggests that correlations among measures of any one style, such as acquiescence, are determined by more than one basic personality disposition. At least two such basic traits operate in the area of acquiescence; two more appear in the area of desirable responding, and two or three may underlie extremity of response. The evidence also tends to suggest that scores on many current response style variables are nonlinear functions of the basic trait variables. Theories about the psychological nature of these underlying traits are discussed, developed, and compared with findings in the current literature.

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Delay of gratification, need for achievement, and acquiescence in another culture.

Cited by 155 publications

References 18 publications

Binge eating as a consequence of unfulfilled basic needs: The moderating role of implicit achievement motivation

Binge eating as a consequence of unfulfilled basic needs: The moderating role of implicit achievement motivation

Self-regulating academic learning and achievement: The emergence of a social cognitive perspective

Response Styles as Personality Variables: A Theoretical Integration of Multivariate Research1

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