Predicting undergraduate students’ learning from a lecture: The role of self-control, motivation, and mental effort
Year: 2022
Type: article
Abstract: 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.
DOI: 10.16922/wje.24.1.4
Institutions: Liverpool Hope University, Bangor University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4281777288