The purpose of this study was to investigate the relationships among self-concept, locus of control and writing achievement. The sample included sixty-seven students enrolled in eleventh-grade vocational English classes in a rural high school. The Self-Concept of Ability Scale was used to determine self-concept, the Intelligence Responsibility Questionnaire, to determine locus of control and the New York State Regents Competency Test in Writing to determine writing achievement. Data collected from these measures were statistically analyzed to determine correlation coefficients. No significant relationships were found between self-concept and locus of control, between locus of control and writing achievement or between self-concept and writing achievement. Further research was suggested using a more heterogeneous sample or different instruments to assess the variables. Differences between male and female students relative to the variables might also be determined
