Abstract: This study investigated academic delay of gratification from a perspective of self-regulated learning. 208 middle school students responded to a questionnaire. The results showed different goal orientation had different influence on academic delay of gratification, task orientation could positively predict academic delay of gratification, while ego-approach orientation had negative effect on it. Academic delay of gratification could predict metacognition strategies, but had no relation to academic achievement.

Key words: academic delay of gratification, self-regulation, goal orientation, academic achievement