This study investigated the effects of college students' actual, rather than manipulated, perception of control along with expressive instruction, as they relate to cognitive and emotional aspects of academic achievement. In a simulated college classroom study, 228 male and female introductory psychology students at the University of Manitoba wrote an aptitude test and were classified into Perceived Control (low, high) categories based on perceptions of control over performance. Students also completed the Multidimensional Multiattributional Causality Scale, which assesses students' locus of control, and were classified into Internals and Externals, thereby forming a 2x2 factorial design. Students were then presented with either low or high expressive instruction, completed a post-lecture achievement test, and post-achievement questionnaire. Student perceptions had an effect on achievement outcomes and effects in both expressive instructional conditions. Incongruent perceptions of control, as demonstrated by externals with high perceptions of control, identified the at-risk students. High Perceptions of control for externals did not correspond to their attributions (low ability and high luck) responses indicating a lack of personal responsibility. Student affect, as defined by anger, was most prominent among low control internals and least among high control internal under low expressive instruction. Contains 15 references and 6 figures. (JB)