This research investigated the model that proposes that significant others affect self-concept of academic ability which affects achievement. The statistical method used was path analysis. The population studied consisted of low-achieving black students. The model was not substantiated for students who had negative (defensive) attitudes towards school. Defensive attitudes appear to help protect self-concept which was found to be disproportionate to and unaffecting of achievement. The model, however, was substantiated for students with positive (non-defensive) attitudes towards school: significant others were found to affect self-concept of ability which in turn affected achievement. (Author)