Research indicates that students underachieve in college settings, in spite of intellect and other abilities. This research tested the likelihood of self-efficacy for learning, conscientiousness, impulsivity, procrastination and temporal discounting to predict academic achievement in an online competency-based university. Undergraduate students (N = 100) who had successfully completed at least one term in school self-selected to participate in a multiple-assessment online survey. Valid and reliable measures of self-efficacy, personality, temporal discounting and procrastination were analyzed against the students' achievement status at a point in time. Neither procrastination nor temporal discounting predicted academic achievement, but the two constructs were positively related to each other. Further, procrastination was negatively related to conscientiousness, low impulsivity, and self-efficacy. Conscientiousness was positively related to self-efficacy and negatively related to impulsivity. Significant difference was found between the two student groups (performers, non-performers) as predicted by conscientiousness. Limitations of the present research are discussed and suggestions for future research provided. [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.]