The purpose of this dissertation was to investigate the following questions: (1) Do students who participate in disruptive activities obtain scores on Dean's Alienation Scale that are significantly different from those of students who were not participants? (2) Do students who participate in disruptive activities obtain scores on Gurin's Multidimensional Internal-External Control Scales that are significantly different from those of students who were not participants? Further, this study examined the extent to which scores of all students on the Dean's Scales correlated with scores obtained on the Gurin's Scales. The subjects in the study were seniors of the Ribault Senior High School in Jacksonville, Florida. The sample consisted of 160 seniors. The experimental group was composed of 80 students identified from official school records as having participated in the disturbance which occurred during March of 1972. The control group was composed of 80 students who were randomly selected from the senior homeroom roster. The analysis of the data revealed that there was a significant difference in the mean total scores of the experimental and control groups on the Dean Scales, leading to the rejection of the first hypothesis. The findings in the second hypothesis revealed there was a significant difference in the mean scores on the Dean Subscales, leading to rejection of the second hypothesis. Among the conclusions reached are the following: (1) Disruptive high school students perceived themselves as more alienated than the non-disruptive students. (2) There was no significant correlation between the disruptive and non-disruptive students on the basis of scores on both tests. (Author/AM)