When I was involved in higher education, people talked about three motivations: passing the class, being good at whatever is being measured, and learning the topic. Those were not distinct categories but separate axes, and they were understood to be situational rather than inherent qualities of the person. We didn't care much about the people who scored low on all three axes. Education was free, and if you didn't have the motivation, you were probably better off doing something else.

In any case, people who wanted to learn were easy to deal with. The other two motivations could be used to coax the person to learn, but they required different approaches.

That sounds right to me. I like that model and will remember it, thanks.