The study tested the applicability of portions of the Porter and Lawler model in a cognitive training environment and examined the relationships among some behavioral variables in Air Force Undergraduate Pilot Training. The variables analyzed were the Maslow need hierarchy, effort, abilities, role perceptions, performance, satisfaction and the propensity to leave the organization. The statistical procedures employed were multivariate regression analysis with binary variables using backward F tests, student tests, correlation analysis, two way analysis of variance, the Fisher r to Z transformation, and the non parametric chi-squared goodness of fit test. The findings of the research support the Porter and Lawler model at the component level, but do not support use of the Porter and Lawler model in a cognitive training environment to explain performance. The model's assumption that performance is a function of effort was not supported. Findings supported a monotonically increasing relationship between effort and performance, and a monotonically decreasing relationship between effort and the will to learn. Policy recommendations derived from the research include modifications in the instructor pilot force, removal of identified irritants in training, individualization of instruction and reward structures, programs to enhance role congruity, and revisions in entrant screening procedures. (NTIS)