The primary purpose of the study was to investigate the relationship between critical reading/thinking and influenceability and the relationships among critical reading/thinking and influenceability, personality factors, intelligence, reading, aptitude, and grade-point average. A high school senior class consisting of 123 males and 108 females was the sample population used. On the basis of the results obtained from factor analyses of the data, the following conclusions were drawn: (1) there appears to be no important relationship between critical reading/thinking and influenceability; (2) critical reading/thinking is more strongly related to personality among males than among females; (3) critical reading/thinking is more closely related to intelligence, reading, aptitude, and grade-point average among females than among males; (4) critical reading/thinking displays greater factor homogeneity among females than among males; and (5) influenceability does not appear to be significantly related to personality factors, intelligence, reading, aptitude, or grade-point average. (Author)