School interventions are often based on the assumption that psychological variables such as self-concept and locus of control should have a meaningful impact on achievement. Yet research support for such influences is inconsistent. The purpose of the present study was to determine the extent of the influence of self-concept and locus of control on academic achievement, while controlling for other relevant influences. Data from a large, representative sample of U.S. high school students were analyzed using path analysis, a nonexperimental research technique. The results suggest that locus of control has a meaningful impact on high school seniors' achievement, that is, more internal students also achieve at a higher level. Self-concept, however, had no meaningful effect on achievement. Further, the pattern of influences of self-concept and locus of control on achievement were quite similar for males and females, suggesting no interaction with these variables and gender in their impact on achievement.
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