The study explored whether delay of gratification measured in 6-year old preschool children, incrementally predicts their subsequent academic achievement and social acceptance in elementary school above cognitive abilities. The role of gender in this relationship was also examined. The sample comprised 99 girls and 120 boys attending fourth, fifth and sixth grades. The study was longitudinal with two measurement points: measures of cognitive abilities and delay of gratification were taken at the age of 6, while measures of academic achievement (GPA, grade in Croatian language and math) and social acceptance, measured with the sociometric technique, were taken between the age of 10 and 12 years. It was confirmed that delay of gratification predicted both subsequent academic achievement and social acceptance in elementary school above cognitive abilities, but more strongly for boys than for girls. Also, delay of gratification mediated the relationship between gender and all four dependent variables. Gender differences in social acceptance, Croatian and math grades were partially explained and gender differences in GPA were fully explained by gender differences in delay of gratification measured at preschool age.

中文翻译：

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预测学校成绩和社会接受程度中的性别差异：延迟满足的作用

该研究探讨了是否对6岁学龄前儿童进行了满足延迟测验，从而逐步预测了其随后的学习成绩以及在小学认知能力以上的社会接受程度。还研究了性别在这种关系中的作用。样本中有99位女孩和120位男孩，分别上了四年级，五年级和六年级。这项研究是纵向的，有两个测量点：6岁时进行认知能力和满足感延迟的测量，而学业成就（GPA，克罗地亚语和数学的成绩）和社会接受度的测量则采用社会计量技术，年龄介于10至12岁之间。可以肯定的是，满足的延迟预示了小学以后的学习成绩和社会接受程度都高于认知能力，但男孩比女孩更强烈。同样，满足的延迟也介导了性别与所有四个因变量之间的关系。社会接受程度，克罗地亚语和数学等级的性别差异得到部分解释，而学龄前儿童在满足延迟中的性别差异则完全解释了GPA中的性别差异。