Considerable evidence indicates the importance of motivation and self-regulated learning in educational settings. However, there is an insufficient understanding about the influences of social elements and educational factors on students' motivation and self-regulated learning, as well as how motivation for academic learning contributes to lifelong learning. Using a person-centered approach, this study examines the diverse motivational-cognitive profiles of secondary school students in relation to perceived teacher autonomy support, psychological needs and motivational regulations towards academic subjects. Groups were described in terms of student procrastination and motivated strategies for learning. Results revealed four distinct profiles of student procrastination and self-regulation: active procrastinator; active self-regulator; passive self-regulator; and passive procrastinator. These learner profiles also differed significantly in terms of psychological variables that are important for self-determined behaviors and successful learning. Cluster-analytic findings suggest that a lifelong learner is likely to adopt the profile of an active self-regulator. Implications to teaching and learning are also discussed.