نقش تاخیر در رضایت، سوء مصرف مواد و رفتار خشونت آمیز بر پیشرفت تحصیلی دانش آموزان مدارس متوسط جایگزین انضباطی

Disciplinary alternative education programs are academic environments where students are detained for 45 days by the county or court for delinquent and/or deviant behavior in their traditional schools. This study examined individual differences in academic performance, violence, willingness to delay gratification, and substance abuse of 391 students enrolled in a disciplinary alternative middle school program. Results revealed that students who reported a high propensity to delay gratification and low tendencies towards violent behavior and substance abuse obtained high math scores on the state standardized test. In addition, the negative association between violent behavior on math scores was attenuated by race/ethnicity status. Socio-economic status was not significantly associated with math test scores. Implications for further studies and educational implications are discussed.