The determinant of achievement behavior that increases when a college student enrolls in a class that is required for graduation is: A. the probability of success. B. the need to avoid failure. C. the incentive value of success. D. the fear of success.

Let's go through each option and analyze its potential impact on achievement behavior for a college student enrolled in a required class. Option A: The probability of success could be a factor in a student's decision to enroll in a class, but it doesn't necessarily increase their achievement behavior. Some students might be motivated to work harder in a class they perceive as difficult, while others could feel discouraged and disengage. Option B: The need to avoid failure becomes more critical when a class is required for graduation because failure will delay or even prevent the student from graduating. Therefore, this determinant might play a significant role in increasing achievement behavior in a required class. Option C: The incentive value of success might be higher in a class that a student finds interesting or aligns with their career goals. However, it's not necessarily the determinant driving achievement behavior in a required class as the focus is primarily to graduate. Option D: The fear of success is a psychological concept wherein individuals actively try to avoid achieving success due to fears of potential negative consequences. This determinant would not likely be the driving factor for achievement behavior in a required class, as the student's primary objective would be to graduate successfully.

Based on our analysis, we can conclude that Option B (the need to avoid failure) is the determinant of achievement behavior that increases when a college student enrolls in a class that is required for graduation. This is because the consequences of failing such a class are more significant, and the student would want to avoid any delays in their graduation process.