Universities seek to promote student learning, but assessment and credentials can undermine students' intrinsic motivation to learn. Findings from research on how people learn, mindsets, expert performance and good health are seldom incorporated into the way universities organise learning experiences.

This article contributes to current debates about professional doctorates from a lifelong learning perspective, focusing on those who choose to undertake a doctoral programme in mid- or late career and their responses to the challenge of demonstrating their "doctorateness" as evidenced in their previous and continuing professional work.…

A qualitative study investigated the role of motivation in academic achievement by gifted secondary students in five Australian schools. Results found that "personal pleasure in achievement and long-term goals" was the most significant motivational factor, positive links with a teacher was a high occurrence factor, and competitive…

Describes a study that compares the achievement of biology students (N=48) under the conditions of self-regulation and a traditional approach. Concludes that higher measures of reported self-regulation were significantly associated with higher academic performance scores. Contains 22 references. (DDR)

Examines whether students who are intrinsically motivated about learning procrastinate less than those students who are externally motivated and also explores the consequences of procrastination. Indicates that students whose motivation is external are more likely to procrastinate while procrastination is associated with poor academic performance…

As part of an ongoing project being conducted at Australian Catholic University (Brisbane), this paper examines the idea of self-regulation as an inherent component of a student's transition to higher education and as a means of increasing the understanding of student difficulties, particularly academic problems. It also examines whether…