College success is partially defined by producing a series of class projects or tasks. Expecting to do well at a task in the academic environment is directly related to persistence within the institution (Bucklin & Bucklin, 1970, Coker, 1968, Medsker & Trent, 1968). These tasks are by their action of "doing" (Astin, 1981). A good student might be able to say, "My term paper assignment requires me to put out a lot of effort and yet show an interest in the topic. I have to do the project in a careful manner, making sure I follow the teacher's evaluation criteria."

Commitment to task seems to be quite important. For example, lower achievers lack persistence and conscientiousness in study skills (Mitchell & Piatrowska, 1980). Some researchers feel the learning environment must receive sufficient student effort and investment of energy to bring about the desired learning and development (Astin, 1974).

"The closer I follow the assignment with accuracy, the higher the grade I'll earn" is an example of an often-repeated belief of university students. Reflecting a strong project/goal orientation and a need to complete the task in a near perfect manner are the most important success characteristics of this criterion. Tinto has said, "other things being equal, one would anticipate goal commitment to be directly related to persistence in college" (Tinto, 1975). Task and goal orientation in relationship to "high certainty of selection of a major" appeared as a factor of persistence three times higher than in "low certainty major selection" (Titley &Titley, 1980). But attainment of goals is not only related to academic expectations, it is highly related to future occupational goals (Spaeth, 1970).

If one of the purposes of higher education is to socialize the student into a highly technical culture, then precision is a value of college success. For example, lower division grade success requires equally important perfection in spelling and grammar content master (Hallberg, 1988). Few would argue that being correct in freshman mathematics or English courses has a high correlation with grade performance. Math grades are earned by "number correct" and in English essays, two grades are given - one is for content and style while the second grade is given for perfection in language usage.

Moreover, grade success is often assessed on the basis of following directions well and the elimination of errors. In one study of freshman students' persistence and active study, reported goal setting and time management related closely to success (Schmelzer, et al 1987).