Three Factors That Influence Adolescents' Academic Achievement and Social-Emotional Functioning Intellectual attributes and non-intellectual attributes contribute to and facilitate student success (Burger, 2004). Non-cognitive skills are increasingly considered as important as cognitive skills and intelligence quotient (IQ) in determining successful performance in various domains, including academic achievement and social-emotional functioning, as these skills greatly influence the transition from adolescence to adulthood (Burger, 2004). The purpose of this article is to explore the relationships and influences of family socioeconomic status (SES) and self-control on academic achievement; and introversion on social-emotional functioning. Adolescence in this article is considered in its broadest sense, encompassing the population aged from the end of primary school to university age, i.e. between approximately 10 and 25 years of age.1. Self-Control Influences Academic AchievementTheoretical RationalMyers (2010) defined self-control as “the ability to control one's desired behavior and desires and to delay gratification for later rewards.” Research findings in the fields of social sciences, pedagogy and education support that there is a strong relationship between self-control and academic achievement, with lack of self-control considered to be a factor in declining achievement (Tangney, Baumeister & Boone, 2004) . Adolescents who believe they can do well in school tend to have a high internal locus of control and persevere in schoolwork. The reasoning is that internal self-control has the ability to suppress immediate gratification towards a lasting outcome of desires (Myers, 2010). ..health, discipline and better academic results. Another important aspect is that the Ministry of Education, directorates and other departments concerned should be highly aware and vigilant in teacher recruitment, job allocation and staff training and development in the interest of better students' academic performance (Rothman, 2003). , it is suggested that mass media plays a practical and effective role in making people aware of poor academic conditions due to socio-economic problems. The media should suggest suitable remedies and solutions to the government and other responsible private sector institutions on how to restore a balance between the people of developing and underdeveloped areas in terms of type of schools, fees, standard education and academic performance of students (Kellet, 2006).