This study was aimed at extending previous correlational findings on the motivational components of test performance, studied among seventh graders by Pintrich and De Groot, to college students and to sequential task performance, including a voluntarily performed task. Performance was also examined under different experimental conditions of incentive value. A total of 125 junior and senior class college students preparing to become teachers participated in the study's two parts. In the correlational part, a factor structure somewhat similar to that of Pintrich and De Groot was found with a self or attitude factor (reflecting different measures of self-efficacy), an ability/achievement or intellectual factor (reflecting test score performance), and an incentive or emotional factor (reflecting the value of choosing to perform). In the experimental part, incentive value was also found to relate to voluntary or self-motivated performance. The greater importance of incentive value as a motivator in this study, in comparison to the earlier study of seventh graders, was surmised to be a function of the importance of grades in the college setting. Contains 13 references. (GLR)