THE PERSON LESS ABLE TO CONTROL HIS IMPULSES IS ALSO APT TO EXHIBIT SOCIALLY DISVALUED BEHAVIOR. VOCATIONAL AND ACADEMIC FAILURE IS A PARTIAL CONSEQUENCE OF IMPULSIVENESS AND LACK OF SELF-CONTROL. TO INVESTIGATE IMPULSE CONTROL, TWO INSTRUMENTS BELIEVED TO MEASURE ATTRIBUTES OF OPPOSITE POLES OF THIS CONCEPT (SEQUENTIAL TESTS OF EDUCATIONAL PROGRESS (STEP) LISTENING AND A PEER NOMINATION ITEM FOR IMPULSE CONTROL) WERE CORRELATED WITH SEVERAL OTHER PERSONALITY, COGNITIVE, AND SOCIOMETRIC MEASURES. FROM THE DATA POOL OF THE UNIVERSITY OF TEXAS "HUMAN TALENT RESEARCH PROGRAM," MEASURES OF APPROXIMATELY 1,000 SEVENTH-GRADE STUDENTS WERE USED. AN APPLIED, MULTIPLE LINEAR REGRESSION PROCEDURE TESTED THE INTERACTION BETWEEN IMPULSE CONTROL AND COGNITIVE, PERSONALITY, AND SOCIOMETRIC VARIABLES AS A PARTIAL EXPLANATION OF ACADEMIC ACHIEVEMENT. REGRESSION EQUATIONS WERE ALSO COMPUTED TO TEST THE CONTRIBUTION OF THE IMPULSIVITY MEASURES TO CERTAIN ACADEMIC CRITERIA IN THE PRESENCE OF OTHER INDEPENDENT VARIABLES. STEP LISTENING PARTIALLY MEASURED IMPULSE CONTROL, WHILE THE PEER NOMINATION ITEM MEASURED POSITIVE ATTITUDES TOWARDS OTHERS. INTERACTION BETWEEN THE SUPPOSED IMPULSE CONTROL MEASURES AND OTHER PERSONAL CHARACTERISTICS WAS NOT CONSISTENT. IMPULSE CONTROL SHOULD BE STUDIED USING INDIVIDUAL CASE STUDIES RATHER THAN GROUPS. (PS)