Multiple linear regressions were employed to determine the relative contributions of cognitive and affective variables accounting for variance in college students' achievement and amount of time taken to complete a self-paced, individualized course. Study habits and attitudes (SSHA) made greater relative contributions to explaining total course achievement than cognitive variables. Cognitive variables (GPA and ACT) accounted for achievement variance under criterion-referenced conditions, and affective variables (SSHA and 16PF) accounted for achievement variance under norm-referenced conditions within the course. Time, which was inversely related to achievement, was explained best by college GPA and personality variables. Cross-validation of predictive equations for achievement and time in a subsequent sample was unsuccessful. (Author)