Self-regulation of learning and performance among students enrolled in a disciplinary alternative school

This paper reports on a study that examined social and academic factors predicting academic performance among 180 high school students enrolled in a disciplinary alternative school. Social and self-regulatory factors are expected to explain students' academic performance in an alternative educational environment. Results indicate that study hours, self-regulation, intrinsic motivation, self-efficacy beliefs, academic delay of gratification, and grade level were significantly related to academic performance. These findings suggest that there are individual differences in the ways in which students respond to these alternative academic settings.