The ability of Vroom's expectancy motivation theory to predict student satisfaction with the college environment, student participation at school, and student academic performance was studied. Specific objectives of the study were as follows: to test the ability of Vroom's valence model to predict student satisfaction, to test the ability of Vroom's force model to predict student effort toward the achievement of certain academic and personal development goals, to test the ability of Vroom's performance model to predict academic motivation, and to predict student grade point averages from the interaction of ability and motivation. The study populations were 210 students from an urban, commuter campus and 152 students from a residential multiversity. Moderate to high support was found for the expectancy theory models as predictors of college student satisfaction, participation, and achievement (as indicated by grade point averages). The data suggest that students who expended more effort into academic work, and into personal development activities, felt a greater sense of satisfaction with the environment than did students in a below-average effort group. Additional findings and a bibliography are presented. (Author/SW)