This study examined individual differences in the ways students responded to a self-regulation learning training. It was predicted that students' motivational beliefs would be associated with at-risk college students' use of self-regulated learning strategies, homework completion, and academic performance. Participants were 58 college students in an introductory mathematics course. A path analysis revealed that: (1) motivational beliefs play a significant causal role in college students' homework completion, self-regulatory processes, and academic success; (2) these associations are mediated by students' use of self-regulation, delay of gratification, and homework completion; and (3) students who engage in self-regulation are better able to delay personal rewards and complete their homework more frequently. The paper also discusses implications for instruction. (Contains 2 tables, 3 figures, and 19 references.) (Author/SLD)