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Academic diligence is the ability to regulate behavior in the service of goals, and a predictor of educational attainment. Here we combined behavioral, structural MRI, functional MRI and connectivity data to investigate the neurocognitive correlates of diligence. We assessed whether individual differences in diligence are related to the interplay between frontal control and striatal reward systems, as predicted by the dual-systems hypothesis of adolescent development. We obtained behavioraldoi:10.1080/17588928.2018.1504762 pmid:30099928 fatcat:zi4jvmsjhfgghflvbziohmiwq4