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Title: Self-Control and Attending Class

This work explores the role of self-control in students' decisions about learning and class attendance. It has three key components. First, we develop a model to analyse the self-control challenges students face when deciding how to acquire education, considering different combinations of study (S) and teaching (T). We examine the interactions between these inputs and how they differ—particularly the enforceability of T (I.e. compulsory attendance). Second, we analyse self-reported data from students at a small British private higher education institution to understand work patterns, time allocation, and the influence of students' awareness of their own time (in)consistent preferences. Finally, using a mixed-methods approach, we are investigating attendance patterns among economics students at a large Russell Group university, exploring reasons for non-attendance and the learning costs associated with missing class. Our findings aim to inform strategies for improving student attendance and engagement.