Conducted in two phases, this study compared students' affective characteristics (locus of control, academic motivation, and self concept) at schools that were identified as either more effective or less effective. In phase one, fourth, fifth, and sixth graders from seven Title I schools in a New England city (n=1,373) were tested on ability and academic achievement. The results provided the basis for classifying the schools as more or less effective. In phase two, sixth graders were subjected to instruments that measured their locus of control, academic motivation, and self concept. In both phases, adjustments were made to account for the effects of background variables on students' achievement and affective characteristics. The findings revealed that, on all measures, the affective disposition of students in more effective schools was consistently more positive than that of students in less effective schools. Discriminant analysis indicated that affective characteristics can be used to predict group membership in more effective and in less effective schools. (Author/MJL)