Dr. Héfer Bembenutty
"Academic delay of
gratification refers to
learners’ intentions to
postpone immediate
available rewards in
order to obtain larger
rewards temporally
distant. Delay of
gratification is important
for self-regulation of
learning because, for
example, alternatives to
academic goals are
attractive, in part,
because they offer
immediate gratification,
in contrast to rewards for
academic goals (e.g.,
grades, degrees) that are
temporally remote."
Bembenutty, 2007
gratification refers to
learners’ intentions to
postpone immediate
available rewards in
order to obtain larger
rewards temporally
distant. Delay of
gratification is important
for self-regulation of
learning because, for
example, alternatives to
academic goals are
attractive, in part,
because they offer
immediate gratification,
in contrast to rewards for
academic goals (e.g.,
grades, degrees) that are
temporally remote."
Bembenutty, 2007
| Contact Me: 718-997-5158 bembenuttyseys@yahoo.com hefer.bembenutty@qc.cuny.edu |
| Welcome to Dr. Héfer Bembenutty's Web Page |
Dr. Héfer Bembenutty is an assistant
professor in Educational Psychology at
Queens College of The City University of New
York in the Department of Secondary and
Youth Services, where he serves as the
department chair of the Assessment
Committee and coordinates the Brown Bag
Seminars.
Dr. Bembenutty obtained his doctorate from
The City University of New York, Graduate
Center, in educational psychology under the
mentorship of Professor Barry J. Zimmerman.
He has maintained an active research agenda
in students’ and teachers’ self-regulation of
learning, the effects of test anxiety on
learning, homework self-regulation, self-
efficacy beliefs, multicultural education, and
academic delay of gratification. He has studied
college students' willingness to delay
gratification to predict academic outcomes. He
has also published studies on teachers' self-
efficacy beliefs and self-regulation.
Dr. Bembenutty teaches undergraduate and
graduate courses in educational psychology,
instruction and technology, human
development and learning, classroom
management, and multicultural education.
professor in Educational Psychology at
Queens College of The City University of New
York in the Department of Secondary and
Youth Services, where he serves as the
department chair of the Assessment
Committee and coordinates the Brown Bag
Seminars.
Dr. Bembenutty obtained his doctorate from
The City University of New York, Graduate
Center, in educational psychology under the
mentorship of Professor Barry J. Zimmerman.
He has maintained an active research agenda
in students’ and teachers’ self-regulation of
learning, the effects of test anxiety on
learning, homework self-regulation, self-
efficacy beliefs, multicultural education, and
academic delay of gratification. He has studied
college students' willingness to delay
gratification to predict academic outcomes. He
has also published studies on teachers' self-
efficacy beliefs and self-regulation.
Dr. Bembenutty teaches undergraduate and
graduate courses in educational psychology,
instruction and technology, human
development and learning, classroom
management, and multicultural education.
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Dr. Héfer Bembenutty
