Predicting student success in various academic situations has traditionally been via the use of cognitive pre-tests, or other non-attitudinal measures. A study grouped students, (approximately 75 percent female, primarily college sophomores enrolled in a semester-length audiovisual course), according to individual pro-instructional expectancy levels (low, average, high). Instructional formats used were: (1) self-instruction manual with supplementary, non-required large group sessions, (2) self-instruction manual with coordinated small group sessions, (3) self-instruction manual alone. Data obtained from an average of 159 students enrolled in 3 consecutive semesters indicated that high expectancy students were most successful, and low expectancy students were least successful. Female students were relatively more successful than males in the three instructional formats tested. (NR)