This study is concerned with understanding the roles self-control (as demonstrated by impulsivity control) and self-regulated learning play in academic achievement. The term 'self-control' envelops a very broad area of human characteristics, this paper focuses on impulsivity control, a trait measure of the self-control construct, its relationship to self-regulated learning and its importance to student academic achievement. Both self-control and self-regulated learning are important concepts in education. Studies have demonstrated that a high level of impulsivity control has a positive effect of academic achievement. Also studies support the premise that self-regulated learners generate higher academic test scores.

Self-control, defined by impulsivity control, affects multiple areas of an individual's life including education. Individuals who are good at self-control are good at most things they attempt because they will put forth the appropriate effort and ignore distractions. The importance of self-control to academic achievement cannot be over emphasized, nor can the significance of using appropriate cognitive strategies during the learning process.