Four studies were conducted to determine the effect of motivational characteristics on the English achievement of French-speaking Canadians. An attitude/motivation battery covering 38 variables was administered to 304 secondary school students in Montreal. A factor analysis was performed which reveals four dimensions: integrative motive, self-confidence with English, academic achievement, and alientation. In a second study, results for several of the variables in the first study were analyzed in a comparison of predictive value of six models related to persistence, and six related to competence in English. In the third study, a battery similar to the one used in the first study, but with a revised set of variables, was administered to a similar population. Factor analysis revealed the dimensions of integrative motive, academic achievement, and self-confidence with English. The final study used results of the third study to evaluate the predictive power of models, using an analysis similar to that of the second study. (JB)