When the results or outcomes of learning are disappointing the responsibility for this is often assigned to the student. They are frequently labelled dull or idle or both. In reviewing study habits and achievement, Entwistle (1984) makes the point that successful students seem to be more intellectually able, more highly motivated, and better organized, but that these fmdings are supported by 'unconvincingly low levels of correlation' (p. 12). In general it is a mistake to place learning failure at the feet of students and ignore the shortcomings of teaching.