This quantitative study investigated the predictive worthiness of the predictor variable indices--locus of control, self-efficacy, and gender identity--to ascertain if elevated levels of the predictors influence academic performance outcomes (individually as well as interactionally). The study theorized that students with increased levels of locus of control and self-efficacy have increased probability in achieving elevated academic performance outcomes. The study also evaluated gender-role to pinpoint the perceived gender identity of the participants and assess if students with androgynous orientations had increased performance outcomes compared to non-androgynous students. The sample population was comprised of 126 female students enrolled in coed classes at La Sierra University (LSU) located in Riverside, California, and in single-gender classes at Mt Saint Mary's College (MSMC) located in Los Angeles, California. The students completed the following self-administering measurements: Academic Self-Efficacy Questionnaire by Wood and Locke (1987), Adult Nowicki-Strickland Internal-External Scales by Nowicki and Strickland (1974), and the Bem Sex Role Inventory by Bem (1971). The predictor variables, singularly or as an interaction of, locus of control, self-efficacy, and gender-role orientation (androgynous) were found not to be statistically significant in predicting the probability of achieving elevated academic performance outcome (grades) at LSU or MSMC. The unexpected, non-significant findings are explored in detail and rationales for the results observed given. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]