The study was prepared for identifying whether the skill of self-regulation and the behavioral activation system had a role in predicting academic distinguished performance and identifying the differences among students according to the dimensions of self-regulation. The descriptive correlative method was followed. The sample was chosen randomly, and amounted to 156 academically superior students, from the humanities and medical specialties. The Revised Reinforcement Sensitivity Scale (rRST-Q) measured the behavioral activation system, and using Shortened Self-Regulation Scale (SSRQ), the tools were translated into Arabic by the researcher. The result showed that there is a positive statistical relationship between self-regulation (SR), behavioral activation system (BAS), and grade point average (GBA). The (BAS), and (SR); Predict the (GBA). Moreover, students in the first and second rank have similar skills in most self-regulation dimensions, while the second rank has higher Receiving relevant information, and the first rank has higher Assessing the plan's effectiveness.