Nine groups of undergraduate students were formed on the basis of one-third splits of the distributions of their scores on an internality-externality measure and on an achievement motive measure. Academic performance was measured by obtaining grade point averages for all subjects. Analysis of variance showed that internal students made higher grades when compared to external students and that students with high levels of achievement motive made better grades than did students with low levels of achievement motive. Grade differences between high and low achievement motive groups were significant among the internal students but not among the external students. (Author)