This study examined academic and psychological correlates of exam performance in an introductory logic course. The participants were 39 students who completed Logic and Critical Thinking at a southeastern liberal arts university. Students were assigned 20 online homework sets, met for two 75-minute class sessions each week for a 15-week term, and took three exams. A general self-efficacy scale and a frustration scale were administered during the last class meeting. A significant positive correlation was found between exam scores and each (...) of the following variables: homework scores, attendance, and self-efficacy scores. A significant negative correlation was found between students’ frustration scores and their exam scores. Hierarchical regression analysis indicated that homework, attendance, and frustration scores made significant contributions to the prediction of exam scores. The implications of these findings for improving course design and enhancing student learning were discussed. (139 words). (shrink)