This study examined the relative effectiveness of two variations of an elective course on self-control and study behavior in modifying academic performance of freshmen undergraduate students enrolled in the independent studies program of the Universidad Simon Bolivar, in Venezuela. Of the 29 freshmen students selected to participate in this study, 9 were randomly assigned to a self-control group, 10 were similarly assigned to a self-control and thinking lessons group, and the remaining 10 students formed a no contact control group. Data on four measures of academic performance were collected: total scores in both the self-control schedule and the self-control and study behavior schedule, the study orientation score on the Survey of Study Habits and Attitudes, and final score admission at the Independent Studies Program. The univariate analyses of variance showed that there were no differences among the three groups for the first three measures. Significant differences were observed with the fourth measure. Overall results obtained indicated that the two experimental groups were equally effective in producing significant increases in academic performance compared to a no contact control group, and that there were no differences in academic performance between the two experimental groups. (EGS)