This review examines the psychological variables that influence academic performance, by exploring the psychosocial development of students and the individual differences that emerge in childhood and impact upon a student's later self-concept. Areas discussed include identity and achievement issues, gender differences in identity achievement, the influence of self-concept and self-esteem on motivation towards academic achievement, and identity development and academic achievement in non-white college students. Also examined is the role of self-efficacy and its relationship to learning and performance goals. It is argued that how students deal with their establishment of an adult identity will not only affect their willingness to engage continuously in academics, but also determine how they choose to treat their college experience. Self-efficacy can affect a student's choice of activities and ability to exercise coping skills in the face of obstacles. Self-efficacy is also an important construct for understanding why some students react with a sense of helplessness to academic challenge. Locus of control has also been linked to individual achievement and an understanding of the limitations to personal control may help students, particularly minority students, avoid self-blame and debilitating frustration. Contains 39 references. A brief Viewpoint column (Carole Morning) describes the development of a new Higher Education Extension Service (HEES) as an independent, not-for-profit organization. (GLR)