Recent research indicates that time perspective, hope, self-efficacy, and ethnic identity explain a significant, independent portion of the variability in academic performance (Adelabu, 2008). Very few studies have used structural equation modeling to explore the direct and indirect effects of these theoretical orientations when combined within one conceptual model. This study tested a conceptual model that included ethnic identity, time perspective (present, future), self-efficacy, and hope. We used causal modeling procedures to explore the direct and indirect effects of these theoretical orientations on students' academic achievements in science and mathematics. Two hundred and forty-eight Form 4 (139 girls and 109 boys) adolescents completed a number of inventories (e.g., Hope). LISREL 812 indicated the direct positive effects of time perspective (present, future) on academic performance; hope was also influenced by both present time perspective and self-efficacy. No indirect effects between the theoretical constructs and academic performance were observed. A one-way MANOVA revealed no statistical difference between boys and girls in this theoretical framework.