Exploring how executive function and motivation shape deep and surface learning

Purpose The purpose of this study was to examine how executive function (EF) skills and academic motivation shape the adoption of deep and surface learning approaches among South African distance learning student teachers. By examining the relationships between EF, intrinsic motivation, extrinsic motivation and amotivation, the study aimed to determine how these cognitive and motivational factors interact to influence learning behaviours in a higher education (HE) environment. Design/methodology/approach An empirical investigation was conducted to survey undergraduate teaching students using a cross-sectional design. The following quantitative scales: Executive Skills Questionnaire (ESQ-R), Academic Motivation Scale (AMS-C) and Study Process Questionnaire (R-SPQ-2F) we used to collect data from participants. Findings The findings revealed that EF has no noticeable impact on surface learning but is a strong predictor of deep learning. Intrinsic motivation emerged as the greatest positive predictor of deep learning. In contrast, amotivation was the most powerful predictor of surface learning. Intrinsic motivation demonstrated a negative, non-statistically significant relationship with surface learning. Overall, the findings show that students' learning styles in distance learning are greatly influenced by their level of motivation, particularly intrinsic motivation combined with EF skills. Research limitations/implications One of the study's limitations is its primarily female sample, which restricts its applicability to other student populations and genders. Age, gender and culture were not examined separately, which emphasises the need for more varied samples in future. Reliance on self-report questionnaires may have caused bias, despite mitigation efforts, indicating the importance of mixed-methods designs for more in-depth understanding. Furthermore, the cross-sectional research design prevents inferences about changes over time; therefore, longitudinal research is suggested to better comprehend evolving associations between executive function, motivation and learning approaches. Practical implications This study suggests that distance learning institutions improve EF support, identify students with lower EF early, and provide continuous guidance to build intrinsic motivation and confidence. Efficient techniques include problem-based learning, clear study guidelines, formative feedback, visual aids, AI chatbots, electronic portfolios and communities of practice. High-quality learning management system (LMS) platforms and integrated teaching approaches that boost both intrinsic and extrinsic motivation are essential. Strong EF support is essential to prevent students from dropping out and promoting deep learning in South Africa's distance learning environment. These results can guide focused instruction and interventions to improve students' academic performance and self-control. Social implications In the South African distance learning setting, effective EF support is critical to avoid dropout and enhance deep learning. The results can inform specific interventions and training to promote students' self-regulation and academic success. It is evident that without strong executive function and motivation support, distance learning may expand current educational inequalities, especially for students with weaker EF skills or restricted self-directed learning experience. Enhancing EF, motivation and support can lower the likelihood of dropout; encourage equal participation; and improve students' self-esteem, independence and future academic performance. Originality/value This study is unique and valuable since it investigates how various forms of motivation and executive function interact to influence both surface and deep learning among South African distance learning student teachers, a population that has not received sufficient attention. Recognising the relationship between EF, a deep learning approach and academic motivation are essential to helping students succeed in a demanding context like HE. Finally, this study contributes to current theoretical perspectives like self-regulating approaches and SDT by showing that motivation and cognitive processes are inter-related as opposed to acting separately.