Comparison of Meaning of Education and Delay of Gratification in Students with High and Low Levels of Self-destructive Behaviors

Background: The present study aimed to compare the academic meaning and delay of gratification among students with high and low levels of self-defeating behaviors. Objectives: Educational meaning and delayed gratification have a significant role in the development and manifestation of learning problems in students with self-defeating behaviors. Methods: The current research was conducted based on a causal-comparative design. The statistical population for this study included all undergraduate students at Gilan University during the 2022-2023 academic year. Students were selected according to a three-level cluster sampling process in each faculty, discipline, and course of the university. The data collection tools were the Self-Defeating Behavior and Cognition Scale (SDBCS), Delay of Gratification (DOG), and Meanings of Education (MOE). To investigate the research hypotheses, the data were analyzed in SPSS software (version 26) using univariate and multivariate analysis of variance (MANOVA). Results: Based on the results, the main effect of behavior with and without self-defeating behaviors after controlling gender had a significant effect on the delay of gratification and subscales of meaning of education (P 0.001). According to the average, the amount of delay of gratification variable and meaning of education subscales was higher in subjects without self-defeating behaviors. Conclusion: Therefore, in modern learning programs (schools and universities), the role of the meaning of education, delay of gratification, self-defeating behaviors, and the relationship between them should be seriously considered.