A sample of 168 British teacher education students, similarly qualified academically but variously choosing degree and nondegree college programs, completed anglicized versions of the Mehrabian Achievement Orientation Scale and a modified Crandall Intellectual Achievement Responsibility Scale. The Crandall Scale differentiated between degree and nondegree course students in both male and female samples. The Mehrabian scale differentiated between degree and nondegree course students in the female sample only. The results are discussed in the light of cultural and institutional differences between British and American students.
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