ABSTRACT
Transition processes in higher education are characterised by new learning situations and conditions which pose challenges to most students, like entering a new curriculum, participating in new courses taught by new teachers, learning together with new peers and taking new forms of examinations. This chapter analyses motivational heterogeneity from a theoretical perspective: regulation processes and describes related challenges from transitions drawing on the Integrated Model of Learning and Action (IMLA). It suggests institutional measures that will support the motivational aspects of transitions. Transition from a motivational perspective means to experience a new situation. These interactions will result in very different patterns of motivational regulation, for example the starting situation at university might be experienced as challenging by one student and might result in taking immediate responsibility for the new learning processes. It might be very difficult for students to anticipate the intention phase properly.
