This investigation sought to study the socioeconomically disadvantaged child and his levels of achievement as related to the control of positive and negative reinforcements, personality constructs, classroom behavior, and parental attitudes about classroom behavior and school achievement. The sample consisted of 50 matched pairs of eighth grade black boys and girls. Findings tended to support previous research--which suggested that a belief in self-responsibility is a motivational influence on achievement. Additional support was also found for the construct-validity of the internal-external control variable as a generalized personality construct. Significant sex differences were found as well. Few significant differences were found among the mothers of underachievers and adequate achievers in their responses to the personal interview. [Due to the quality of print in the original copy, this document will be only marginally legible in hard copy and microfiche reproduction.] (Author/DM)