In an attempt to identify and assess the importance of attitudinal factors as determinants of academic success, 12 motivational concepts were rated on a 9-scale semantic differential by introductory psychology students in 2 studies. The first study identified 3 possible predictive concepts. The second study cross-validated and assessed the stability of these concepts during the course duration. Only the concept “test” was found to be a stable and persistent predictor of academic success. Implications for further research were discussed.
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