The study was conducted to examine whether the components of Relevance and Confidence from the ARCS motivational model affect academic performance and course satisfaction differently. The participants were students of an online public speaking course at a southern U.S. public university. They were divided into three groups, Relevance, Confidence, and Control. The participants completed an initial questionnaire. The experimental groups were then exposed to the treatment consisting of Relevance- or Confidence-enhancing strategies. At the end of the semester, the participants completed a final questionnaire and their grades and scores were recorded and analyzed. The responses from questionnaires were analyzed between groups and within groups. The findings showed no significant differences between the experimental groups. The control group scored significantly higher on self-reported academic performance, course satisfaction, relevance, and confidence than the experimental groups. The phenomenon was credited to the control group instructor's greater involvement in the course, immediacy, and feedback style and timing. The components of Relevance and Confidence did not affect academic performance and course satisfaction differently. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]