Delayed Gratification Research Paper

In December 2011 Suleyman Avci conducted a study on 508 first grade students to learn the relationship between self-regulation and the delay of gratification in doing well in academics. Most people are aware the more time they put into something the better the results will turn out and the bigger the reward will be. This theory applies to almost anything including academics. The more one studies the better they will do on a test however, not all students understand this, which explains why some students are more stressed than others. In order to perform well in school students need to set goals for the future and not get distracted by things in the present, like watching television or playing video games, instead of studying for a test. I am completely aware of this; nevertheless, it is still hard to do because my “hot system” wants the instant gratification of doing something fun rather than homework. Future success is hindered by the need for instant gratification. Students who achieve higher levels of academic success are those who realize academic rewards are more important than temporary satisfaction. Those

Gratification comes from any even that engages us fully. Seligman claims that “…individuals may find gratification in participating in a great conversation, fixing a bike, reading a good book…or accomplishing a difficult task at work.” (Seligman, Parks, and Steen 419) Senior also states that “doing something that engages or enhances our strengths is a gratification, whether it’s swimming, welding, or listening to a friend in need.” (Senior 428) It is interesting to note that engagement activities aimed at increasing happiness are not always enjoyable in and of themselves. Seligman notes that “consider, for example, the gratification that comes from training for an endurance even such as a marathon. At any given point during the grueling event, a runner may be discouraged or exhausted or even in physical pain; however, they may describe the overall experience as intensely gratifying.” (Seligman, Parks, and Steen 419) From this we see that gratification may help enhance our overall happiness, not through the activity itself, but from the feeling of accomplishment or well-being we experience as the end result.

In the short works “Somnambulist” and “How Not to Get into College: The Preoccupation with Preparation” the subjects both strive to achieve extrinsic happiness rather than enjoying themselves to achieve intrinsic happiness. Heron Jones and Alfie Kohn both try to convince people that, society puts too much emphasis on extrinsic motivators as a means for happiness; however, this pursuit of extrinsic motivators that people engage in never results in happiness, and instead produces unfulfillment. Jones and Kohn try to get this message across by explaining that facets of society—educators and corporations—emphasize the mentality that extrinsic motivators are the means of happiness; in fact, the pursuit for extrinsic happiness does not produce intrinsic

In the 1960’s, Walter Mischel and colleagues researched delaying gratification in children. The development of the simply designed marshmallow test yielded a better understanding of delaying gratification in children. The success of the marshmallow test generated a greater interest in understanding human self-control and fellow researchers continued to examine delaying gratification and self-control. B.J Casey, PhD, of Weill Cornell Medical College, Mischel, Yuichi Shoda, PhD, of the University of Washington, and colleagues further examine Mischel’s earlier research. This continuation of the experiment and advances in medical research allowed for Casey et al. to examine the neurological basis of gratification in adults. This research allows for a better understand in how a child’s ability to delay gratification can effect them across their lifespan. However, social environment factors also contribute to difference in self-control and ability to delay gratification.

As a result of society’s pursuit of extrinsic happiness, society is left feeling unfulfilled and lacking intrinsic happiness; Jones argues that because of our everyday routine we are not taking the time to properly think about the impact we are having on our intrinsic happiness while Kohn argues that students’ preoccupation with preparation for their post-secondary education is not allowing them time to reflect on their intrinsic happiness. In the pursuit of extrinsic motivators, society often ignores what gives them intrinsic fulfillment; it may be because of one’s school schedule - and their obsession with preparing for life - or society’s busy work schedule that contributes to this. In How not to get into college, Kohn explains that students are “ignoring- or perhaps, by now, even forgetting- what they enjoyed doing” (Kohn 7), while this is happening Jones states that their parents are ”Killing the overtime ‘cause the dream is [their] life, refusing to take holidays or go home to [their] spouse”(53-54). Jones and Kohn argue that society is ignoring their intrinsic happiness

In the experiment group, children were asked to postpone their desire to eat marshmallow for ten minutes, but they were notified how much time left to hold their

The works “Somnambulist”, “How not to get into College: The Preoccupation with Preparation”, and “Enjoying the so-called "Iced cream": Mr. Burns, Satan, and Happiness” imply that in today’s society, individuals are valuing extrinsic happiness to a greater scale compared to their value of intrinsic happiness. Authors Heron Jones, Alfie Kohn, and Daniel Barwick suggest that individuals need to place a greater value on intrinsic achievements rather than extrinsic achievements within their lives as extrinsic fulfilment leads to momentary happiness, compared to the positive long-term effects of intrinsic fulfillment. The problem begins with individuals focusing and making decisions based on extrinsic rewards such as: grades or a paycheck. Secondly,

Joel Kupperman in Six Myths about the Good Life: Thinking About What Has Value evaluates that humans as a whole want more comfort and pleasure in life as he it “may represent a tendency that is wired into normal human nature” (Kupperman 1). Through the explanation of pleasure as well as its arguable counterpart, suffering and the discussion of their values in addition to the counterargument of hedonic treadmill, Kupperman’s views about the role of pleasure in living a good life can be strongly supported and evaluated.

One theory, argued by Peter Gray, a research psychologist at Boston College, is that the rise in adolescent depression is due not only to the adolescent’s feeling of lack of control over his or her life but also a shift from intrinsic goals to extrinsic goals. Gray explains that teenagers in our modern society do not feel as if they have control over their lives even though it may appear that we do have more control over factors such as disease and wealth. Julien Rotter’s questionnaire is used to measure a person’s sense of control, and Gray points out that the scores of modern day indicate that the average young person in 2002 was more “external” than were “80% of the young people in the 1960’s.” This means that teenagers today have the attitude that what is supposed to happen will, indicating a sense of lack of control over a situation, which is one of the main reasons depression and anxiety occur. (Gray, Dramatic Rise) Along with this idea, Gray references Jean Twenge when he argues that there has been a shift from more personal goals to more worldly goals in teenagers. Twenge found that more adolescents are forming extrinsic goals, or “those that have to do with material rewards and other people’s judgments” rather than intrinsic goals which have to do with “one’s own development as a person.” Because

Iyengar, S. S., Lepper, M. R. When choice is demotivating: Can one desire too much of a good thing?

Hedonism and the desire-satisfaction theory of welfare are typically seen as archrivals in the contest over identifying what makes one’s life better. It is surprising, then, that the most plausible form of hedonism is desire satisfactionism. The hedonism theory focuses on pleasure/happiness while the desire-satisfaction theory elucidates the relevance of fulfilling our desires. Pleasure, in some points of view is the subjective satisfaction of desire. I will explain the similarities and the differences between the desire-satisfaction theory of value and hedonism. I will also discuss the most successful theory and defend my argument by explaining how the theory

At a young age, we as a collective society have experienced the first-hand the struggles of attempting to be successful. We are told that excellence inevitably leads to success. We are told as children that one must go to college in order to be successful. As a result, children aspire to go to college only because we are told it is essential to be successful in life. The path to be a success is a stressful one and requires a great deal of work. There is too much homework, too many tests, and too much needless pressure is put upon the shoulders of young children by their parents. In her essay “Is the Drive for Success Making Our Children Sick?” Vicki Abeles argues and exposes the harmful effects of the drive for success. Abeles incorporates other ways to improve a child’s drive for success with consideration to the children’s health. One of her strategies for a healthier drive that would be beneficial and adopted by both college educators and fellow students is a limit on homework and weekend and holiday homework ban. Although a drive to be successful is essential for achieving excellence, limiting homework would be beneficial because it is less overwhelming for students, provokes less stress and

Allocating more time towards having fun rather than focusing on schoolwork or studying in general also affects student’s time management. Since they have every opportunity of flexibility with minimal boundaries involved, there is the urge to enjoy the newfound liberty, and as a result, neglect of assignments, deadlines bypassed and incompetent test results. For that reason, the commitment to study is only realized when exams are approaching thereby causing panic to the student as the realization that class materials have not been covered starts to arise.

When I came to USA I was thinking about making quick money because when you are in Africa you hear people saying in America everybody is rich. My husband told me you need to go to school first if you want to have a better life in the future. I came to school and I did not work for the entire 5 years. I put off the idea of working and dedicated my life to school. Successful students apply delayed gratification by making commitment through sacrificing themselves, developing growth mindset and having a passion for it.

However, those people with the means are reluctant to sacrifice an excessive amount that they would descend in status (Mill 89). Those who are of lower faculties #, and thus have less enjoyment, are more easily satisfied (Mill 90). Compared to their inferiors, people of higher classes continue to seek happiness and are never truly satisfied. Mill links this continuous search with dignity (Mill 90). Due to the sense of dignity, “someone will not feel envious of those who bear imperfections because he does not understand the benefits of those limitations” # (Mill 91). In explaining this concept, Mill compares a human being dissatisfied to a pig satisfied and Socrates dissatisfied to a fool satisfied. The pig and fool reason that they are well-off, but the human being and Socrates know they are superior because they are further educated (Mill 91).