Fourteen-year-old David rarely turns in his homework and often skips school, and so he is earning Ds and Fs in most of his classes. Yet he expresses his sincere desire to go to college and "make something of myself." This apparent inconsistency between his poor academic performance, on the one hand, and his strong interest in going to college, on the other, can probably best be explained by:
A) A lack of vicarious punishment in his life.
B) An inability to think abstractly about his goals.
C) Insufficiently developed self-regulation skills.
D) A general tendency for adolescent boys to punish rather than reinforce themselves for academic success.
C
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