Second year Instructional Technology masters (ITMA) students (N=49) in a 3-year Web-based Instructional Technology program at Virginia Tech chose to communicate with faculty, support staff, and other students via a virtual forum rather than privately if the students had poor coping skills. Specifically, these students posted more messages to the program listserv (R2=18.8) than the average ITMA student. Coping Skills were lower when students' Locus of Control was external and when students exhibited Type A Personality traits (R2=37.4). Academic achievement was independent of psychosocial traits; however, a model containing students' Frequency of Misunderstandings, Number of Assignment Re-submissions, Assignment Grades, and Attitude predicted 68% of the variance in Achievement. QueenDom Inventories (Jerabek, 1996b; 1996c; 1996g) were used to gather psychosocial data. Regression analysis statistics, path model diagrams, and direct and indirect effects are reported. (Contains 19 references, 17 tables, and 12 figures.) (Author)