Self-Control and Academic Achievement
Abstract
Self-control refers to the alignment of thoughts, feelings, and actions with enduringly valued goals in the face of momentarily more alluring alternatives. In this review, we examine the role of self-control in academic achievement. We begin by defining self-control and distinguishing it from related constructs. Next, we summarize evidence that nearly all students experience conflict between academic goals that they value in the long run and nonacademic goals that they find more gratifying in the moment. We then turn to longitudinal evidence relating self-control to academic attainment, course grades, and performance on standardized achievement tests. We use the process model of self-control to illustrate how impulses are generated and regulated, emphasizing opportunities for students to deliberately strengthen impulses that are congruent with, and dampen impulses that are incongruent with, academic goals. Finally, we conclude with future directions for both science and practice.
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Children who are better at self-regulation in early childhood are more likely to excel academically and socially, leading healthier lives with fewer behavioural problems.
“Children who are better at self‐regulation in early childhood are more likely to excel academically and socially, leading healthier lives with fewer behavioural problems (Duckworth et al., 2019; Moffitt et al., 2011; Perry et al., 2018).”
From The effectiveness of implementation intentions in children: A systematic review and meta‐analysis (2026) · cites this paper as Duckworth et al., 2019
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- Authors
- Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J.
- Affiliations
- University of Pennsylvania (US)
- Stanford University (US)
- University of Pittsburgh (US)
- Venue
- Annual Review of Psychology
- Publisher
- Annual Reviews
- Published
- 2019-01-04
- Volume
- 70
- Issue
- 1
- Pages
- 373-399
- ISSN
- 0066-4308 (ISSN-L)
- 1545-2085
- OpenAlex
- W2907927286
- Cited by
- 662
- References
- 39
- Citations by year
- 2026: 93 · 2025: 127 · 2024: 102 · 2023: 101 · 2022: 86 · 2021: 87 · 2020: 38 · 2019: 27
- FWCI
- 8.82
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Annual Review of Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- John Templeton Foundation
- National Institute on Aging (R24AG048081)
- Topics
- Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
- Social Sciences › Psychology › Applied Psychology › Behavioral Health and Interventions
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- self-control, academic performance, goal conflict, impulse control, standardized achievement tests, course grades, student motivation
- MeSH terms
- Self-Control, Academic Success, Humans, Students, Executive Function
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