Freeney, YseultYseultFreeneyO'Connell, Michael F.Michael F.O'Connell2010-09-292010-09-292009 Elsev2010-06Learning and Individual Differences1041-6080http://hdl.handle.net/10197/2474Beyond cognitive ability and family background, are there other significant determinants of educational attainment? From research in psychology, economics, education and criminology, one powerful influence is the ability to delay gratification, operationalised in this paper as ‘delay-discounting’. It is intuitively plausible that the ability to subordinate short-term appetites in order to obtain long-term goals could have positive consequences for academic achievement. A representative sample of 1,131 students preparing for a state examination were offered a series of hypothetical options in which prize winnings, and the interval before the winnings could be collected, were varied. Greater willingness to wait was rewarded with increments in winnings. Participants were also given a short test of cognitive ability, asked about their academic achievement, and family and community status. A multivariate analysis indicated that, while controlling for cognitive ability and economic deprivation, delay-discounting made a significant prediction of attainment. Policy implications for children’s learning are discussed.36352 bytes148992 bytesapplication/mswordapplication/mswordenAll rights reserved.Delay-discountingDeferral of gratificationSelf-controlEducational attainmentCognitive abilityNon-cognitive abilityEconomic deprivationAdolescent psychology--IrelandEducational attainment--IrelandCognitionJournal Article20323123610.1016/j.lindif.2009.12.009https://creativecommons.org/licenses/by-nc-sa/1.0/