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Hefer Bembenutty
Hefer Bembenutty
Hefer Bembenutty
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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.


  • Ph.D., Educational Psychology, The City University of New York.
  • M.A., Educational Psychology, The City University of New York.
  • M.S., Psychology, Eastern Michigan University, 1997
  • B.A., Psychology, University of Michigan.


Self-regulation of learning, homework, mathematics skills, methods of educational research, motivation, delay of gratification, self- efficacy, help seeking, test anxiety, learning strategies, teacher evaluation, and emotional control.


  • Human Development and Learning, SEYS 221
  • Cognition, Technology, and Instruction for Diverse Learners, SEYS 350
  • Language, Literacy, and Culture, SEYS 340
  • Educational Psychology, SEYS 552
  • Language, Literacy, and Culture in Education, SEYS 700
  • Psychology of Adolescence, SEYS 710
  • Classroom Management, SEYS 718
  • Understanding Group Behavior and Cultural Differences in Schools, SEYS 719


  • American Psychological Association (APA)
  • Association for Psychological Science (APS)
  • American Educational Research Association (AERA)
  • AERA, Special Interest Group: Motivation in Education
  • AERA, Special Interest Group: Studying and Self-Regulated Learning
  • AERA, Divisions C: Learning and Instruction
  • AERA, Division K: Teaching and Teacher Education
  • APA, Division 15, Educational Psychology
  • Society of Personality and Social Psychology
  • APA, Eastern Psychological Association

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

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