I believe that we would all prefer to teach in Scene II rather than Scene I, and we seek strategies that will help our classes develop in that direction. My answer is that they tend to approach their learning from the perspective of the professional rather than the student. Graduate students who have been out in the working world have a good idea of what they need to know. Students highly focused on a subject develop an interest that drives them to find answers. A chemistry student becomes a chemist at some point.
Chemists have a whole different way of learning then do chemistry students.
Scene I represents what I call the typical student mode, where the student relies on someone else to dictate the what, how, when and why of learning. The professional role is an active role, is based upon intrinsic motivation and leads to deeper learning. This way of looking at motivation levels is derived from social role development theory. Each person finds and acts out a number of roles, such as that of child, sibling, parent, teacher, spouse, political activist, sports fan, quilter, bird watcher, friend, teacher, researcher, committee member, adviser and so on. Each of us acts many roles during each day.