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For the first time, the present study investigated the combined role of selfcontrol, motivation, and mental effort in predicting undergraduate students’ learning from a two-hour presentation-format higher education lecture. The study comprised 62 students, in a final-year BSc undergraduate Sports Coaching lecture, who completed questionnaires measuring: state self-control during the lecture; mastery approach and performance avoidance motivation towards learning the course topic; mental effort invested during the lecture; and content retention immediately after the lecture (i.e., learning). Moderated mediation analyses revealed that greater levels of state self-control (W variable) were necessary for students to transform their motivation (X variable; mastery approach or performance avoidance) into mental effort (M variable) to benefit their learning (Y variable) during the lecture. Avenues for applied interventions to motivate students and increase their self-control resources within higher education environments are discussed.

Keywords

  • Education, Higher Education, Lecture, Motivation, Ego-depletion, Learning, Self-control, Teaching
Original languageEnglish
Article number24
Pages (from-to)1-17
Number of pages17
JournalCylchgrawn Addysg Cymru/The Welsh Journal of Education
Volume24
Issue number1
DOIs
Publication statusPublished - 31 May 2022

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