Abstract
Discriminant function analyses were computed from scores compiled in a comprehensive, 32-variable, data bank using grade-point average groups as criteria. Separate constellations of variables predicted academic performance for each group (divided by race and sex). Black males' (n = 12) and females' (n = 25) academic performance could not be predicted by standardized tests but was predicted by a study habits inventory. The study habits inventory and the California Short-form Test of Mental Maturity predicted academic success for white males and females (ns = 62 and 113, respectively). However, for the females it was concluded that the relationship of the student with the teacher was the important determinant of academic success.
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