Employing learned helplessness theory as a trait orientation, a study examined the interrelationships existing between instructor classroom behaviors, student perceptions of control, and student behavioral responses in the college classroom. Subjects, 317 male and female undergraduate students who were enrolled in communication courses at West Virginia University, over a two day period, evaluated the class immediately preceding their communication class by completing a two-item measure of perceived control and a 24-item multidimensional-multiattributional causality scale (MMCS) measure of achievement-related attributions. State measures included the modified Behavioral Indicants of Immediacy (BII) scale, teacher communication style (TCS), measures of teacher classroom learning aids, and learning (affective, cognitive, and motivational) measures. Results indicated that student perceptions of state control in the classroom were significantly related to both affective and cognitive learning; students perceiving lack of control over achievement-related behaviors demonstrated reduced affective and cognitive learning and reduced motivation to work and study. Findings suggest that the successful instructor is one who incorporates as many positive behaviors--such as eye contact, smiling, relaxed posture, and vocal variety--as possible, and makes students feel comfortable in a learning environment. (Three tables of correlation coefficients are included, and ten pages of references are appended.) (MM)