The present study measured the partial (configural, metric and scalar) invariance of Academic Delay of Gratification Scale (ADOGS) for college students prepared by Hefer Bembenutty and Stuart Karabenick (1996), with respect to gender. 488 students (277 boys and 211 girls) from engineering, law, pharmacy, and education faculties of Sultan Ul Uloom Education Society, Hyderabad, were samples of the study. Confirmatory Factor Analysis framework was used to test the three invariance, one at a time, using SPSS AMOS Ver.23. This was done by constraining the factor structure, factor loadings and intercepts for the genders boys and girls simultaneously. The SPSS AMOS CFA test provided Chi-square value and degree of freedom for the unconstrained and the constrained structures. By comparing the difference in the Chi-square test p-value for a degree of freedom of the constrained factor structure with the unconstrained structure’s Chi-Square p-value and its degree of freedom using an excel sheet calculator of Chi-square test available on the Internet, the measurement invariance of the instrument was verified. The findings of the study reveal that the scale is configural and metric invariant, as there is no significant difference between constrained and unconstrained structures. However, the scale is not scalar invariant. The educational implications are discussed.

The present study is an attempt to provide a neural underpinning to the role of gender difference in the construct academic motivation, in secondary school students in Indian context. For this purpose, comparisons of students’ scores of the dimensions of academic motivation were carried out. Samples for the study include 49 urban students (24 boys and 25 girls ) of classes VIII and IX of secondary school in Sriram Nager of Hyderabad city, Telangana, India. Academic motivation construct is measured by using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). For data analysis, measures like mean, standard deviation are used. The significance of the test is calculated using t-test for the level of significance α at 0.05. The findings of the study reveal no differences between the genders in the measured dimensions of academic motivation.

The present study is an attempt to provide evidence to the neural basis of the relationship between academic motivation and academic achievement constructs. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring academic motivation is collected using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students’ grade point average in a summative assessment. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study establish the prefrontal cortex of the brain as the neural basis for the relationship between academic motivation and academic achievement in the chosen subjects.

The present study is an attempt to examine the relationship between delay of gratification in academics and emotional intelligence. Sample for the study includes 50 urban students (30 boys and 20 girls) of class IX of a secondary school in New Nagole, Hyderabad, Telangana, India. The data for measuring delay of gratification is collected using <italic>Academic Delay of Gratification Scale (ADOGS)</italic> for college students prepared by Hefer Bembenutty (1997). Emotional intelligence is measured by collecting data using the <italic>Trait Emotional Intelligence Questionnaire</italic> – <italic>Adolescent Short Form (TEIQue-ASF)</italic>, prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study reveal positive but weak relationship between delay of gratification in academics and emotional intelligence. No role of gender is found on the examined variables.

The present study is an attempt to examine the role of prefrontal cortex in the relationship between academic motivation and academic achievement in combination, with emotional intelligence in secondary school students. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the <italic>Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF)</italic>, prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. The data for measuring academic motivation is collected using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students’ grade point average in a summative assessment. For data analysis, Pearson’s Product-Moment Correlation coefficient and Multiple Regression are used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation and F-test for the level of significance α at 0.01. The findings of the study reveal that the linear combination of variables academic motivation and academic achievement positively and moderately predict the variable emotional intelligence in secondary school students.