The relationship between locus of control (LC), grade point average (GPA), standardized achievement test scores (SAT), sex, and socioeconomic status (SES) was investigated among a sample of 174 eighth graders who responded to the Nowicki-Strickland locus on control instrument. Certain partial correlations between momentary achievement (standardized test results), continuing achievement (grade point average), sex and socioeconomic status were explicated. Utilizing sex, socioeconomic status and locus of control as independent variables, a significant interaction between sex and type of achievement was noted. When considering sex differences with LC scores, GPA was more predictable than standardized test results. However, when sex was not considered, standardized test results were as predictable as GPA. (Author)
