Behavioral regulation among SPA (Special Program in the Arts) dance students in Cluster 1 schools has become a growing concern. Many students in these programs exhibit difficulty in managing their focus and emotions, which are vital for success in both academic and artistic tasks (McClelland et al., 2017). The purpose of this study is to describe the comparative study on the behavioral regulation of SPA - dance students in Davao City, Philippines. By understanding their experiences, we can gain insight into how they stay focused, handle pressure, and grow both as artists and individuals. This quantitative study uses a descriptive-comparative approach to examine differences in behavioral regulation of SPA dance students in Cluster 1, Davao City. Using purposive sampling, the researcher carefully selected participants who possessed relevant experiences, knowledge, or traits aligned with the studys focus on the behavioral regulation of SPA dance students. The adapted research instrument was the Behavioral Regulation questionnaire, specifically tailored to examine the behavioral patterns of these students. The collected numerical data were analyzed using frequency, mean and ANOVA to explain the observed phenomena. The findings aim to provide insights to the development of SPA dance students behavioral regulation. The results show that demographic profile of the SPA Dance Students in Cluster 1 reveals that the majority are 14 years old (30.39%), predominantly female (74.51%), and mostly from Grade 8 (31.37%), highlighting a young and largely female dance population. In addition, behavioral regulation levels among the SPA students The SPA Dance Students in Cluster 1 show a high overall behavioral regulation average of 3.68. This is mainly because of their very high intrinsic motivation average of 4.26 and strong personal value identified regulation average of 3.86. Meanwhile, external factors, with an average of 2.10, have little effect. As a result, these findings show that their commitment is mostly self-driven, powered by enjoyment, passion, and inner values rather than outside pressures. An effective intervention plan to improve the behavioral regulation of SPA Dance Students should focus on time management, self-discipline, goal setting, and stress control. First, teaching them to organize their time with clear schedules helps prevent overload and supports better self-control. Next, training them to set clear goals encourages motivation and consistent effort. Finally, using stress management techniques like relaxation helps them maintain positive behavior and handle challenges effectively during performances and practice.

behavioral regulation

motivation

self-discipline

management