This quantitative, correlational study examined if there was a statistically significant relationship between the variables of self-efficacy and academic locus of control and the variable of academic success in the introductory course of a masters nursing program. Bandura's social cognitive theory and Rotter's social learning theory provided the framework and theoretical foundation of the study and guided the research in answering whether there were statistically significant relationships between generalized self-efficacy (GSE) and academic locus of control (ALOC) and academic success in the introductory course. The study applied a Spearman's correlation on a sample of 72 graduate nursing students who responded to a survey from a target population of 264 students. The results of the correlational analyses showed there was no statistically significant relationship between student's GSE score and final grade (r[subscript s] = -0.167, p = 0.081) or between student's ALOC score and final grade (r[subscript s] = -0.039, p = 0.373). Only three of the 72 respondents failed the course while 69 of the 72 scored 90% or higher in the final grade. This may have occurred as the result of non-response bias where students who were struggling or had low self-efficacy and external locus of control chose not to participate in the survey. These findings have implications for future research in terms of design to avoid possible non-response bias. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]