Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning

Half-Title
Title
Copyright
Dedication
Contents
List of Figures
List of Tables
Preface
Acknowledgements
Credits
Part 1 Foundations of Learning and Motivation
	Chapter 1 Academic Self-Regulation
		What Is Academic Self-Regulation?
		What Is the Difference between High School and College?
		Why Are Some Students Less Successful Learners?
			They Hold Faulty Beliefs about Their Ability, Learning, and Motivation
			They Are Unaware of Their Ineffective Learning Behavior
			They Fail to Sustain Effective Learning and Motivational Strategies
			They Are Not Ready to Change Their Learning and Study Behavior
		What Are the Six Components of Academic Self-Regulation?
			Motivation
			Methods of Learning
			Use of Time
			Physical and Social Environment
			Monitoring Performance
		What Does Academic Self-Regulation Look Like?
			Exercise 1.1: Self-Observation: Assessing Your Self-Regulatory Skills
		How Can I Change My Behavior?
		How Does Self-Regulation Occur in an Academic Context?
		Key Points
		Follow-Up Activities
	Chapter 2 Understanding Motivation
		Motivational Problems
		What Is Motivation and What Factors Influence It?
			Motivated Behaviors
			Sociocultural Factors
			Classroom Environmental Factors
				Exercise 2.1: Self-Observation: Analyzing My Personal and Sociocultural Background
				Exercise 2.2: Self-Observation: Analyzing Classroom Experiences
			Internal Factors
				Exercise 2.3: Possible Selves: My Hopes, Expectations, and Fears about the Future (adapted from Oyserman & Markus, 1990)
				Exercise 2.4: Identifying Mastery and Performance Goal Orientations
		What Do I Believe to Be the Causes of My Successes and Failures?
		Am I Motivated to Change My Academic Behavior?
			I Can’t Change
			I Don’t Want to Change
			I Don’t Know What to Change
			I Don’t Know How to Change
		Key Points
		Follow-Up Activities
	Chapter 3 Understanding Learning and Memory
		Where Does Learning Take Place in the Brain?
		Is Intelligence Fixed or Malleable?
		Why Is a Growth Mindset More Beneficial Than a Fixed Mindset?
			Exercise 3.1: Self-Observation: Analyzing My Mindset
		How Does the Information-Processing System Explain Learning?
			Short-Term Sensory Store
			Working Memory
				Exercise 3.2: Demonstrating the Capacity of Working Memory
				Long-Term Memory
		What Are the Flaws in Human Memory?
		What Is the Difference between Rote Learning and Meaningful Learning?
		Which Learning Strategies Promote Learning and Retention?
			Rehearsal Strategies
			Elaboration Strategies
			Organizational Strategies
				Exercise 3.3: Demonstrating the Importance of Categorizing Knowledge
				Exercise 3.4: Identifying Learning Strategies
		Key Points
		Follow-Up Activities
Part 2 Motivational Strategies
	Chapter 4 Goal Setting
		Why Are Values and Interests an Important Foundation to Goal Setting?
			Exercise 4.1: Self-Observation: Identifying Your Values
		Why Is Goal Setting Important?
		What Properties of Goals Enhance Motivation?
		What Are the Steps in the Goal-Setting Process?
			Step 1: Identify and Define the Goal
				Exercise 4.2: Writing Personal Goals
			Step 2: Generate and Evaluate Alternative Plans
			Step 3: Make Implementation Plans
			Step 4: Implement the Plan
			Step 5: Evaluate Your Progress
		Key Points
		Follow-Up Activities
	Chapter 5 Self-Regulation of Emotions
		Exercise 5.1: Self-Observation: Assessing Emotions
		What Do We Know about College Students’ Mental Health?
		What Types of Solutions Are Available for Emotional and Mental Health Issues?
			What Causes Our Emotions?
			How Does Self-Talk Affect My Emotions and Behavior?
				Exercise 5.2: Identify Irrational Thinking Patterns
		What Do We Know about Stress and Anxiety among College Students?
		What Are Some Self-Regulatory Solutions for Stress and Anxiety?
			Catastrophizing
			Shoulds
		What Do We Know about Depression among College Students?
		What Are Some Self-Regulatory Strategies to Address Depression?
			Magnifying and Filtering
			Overgeneralization
		What Is the Impact of Boredom on Academic Performance?
		What Are Self-Regulatory Strategies to Address Boredom?
		Key Points
		Follow-Up Activities
Part 3 Behavioral Strategies
	Chapter 6 Time Management
		What Is Time Management?
		How Do You Use Your Time?
		Exercise 6.1: Self-Observation: Assessing Time Wasters
		Exercise 6.2: Self-Observation: Assessing Use of Time
		What Are Some Effective Time-Management Strategies?
			Set Regular Study Periods
			Create an Environment That Is Relatively Free of Distractions and Interruptions
			Schedule Tasks so They Can Be Accomplished in 30- to 60-Minute Blocks of Time
			Take Short Breaks
			Be Specific in Identifying How You Plan to Use Your Time
			Alternate Subjects When You Have a Long Time Block Available for Study
			Estimate the Time Needed for Each Assignment
			Prioritize Tasks
			Do the Assignments for the Course You Dislike First
			Work Ahead of Your Assignments When Possible
			Take down Any Appointments as Soon as You Make Them in Your Smartphone or Calendar
			Use Technology to Manage Your Time
			How Do I Develop a System of Time Planning and Management?
			Semester Calendar
			Weekly Priority Tasks List
			Weekly Schedule
		What Is Procrastination?
			What Are the Causes of Procrastination?
			Procrastination and Technology
		What Can I Do about My Tendency to Procrastinate?
			Procrastination Elimination Strategies
			Challenging and Changing Beliefs and Misperceptions
				Exercise 6.3: Challenge Irrational Beliefs
		Key Points
		Follow-Up Activities
	Chapter 7 Self-Regulation of the Physical and Social Environment
		What Are the Costs of Task Switching?
		Is There a Difference Between Attention and Concentration?
			Exercise 7.1: Self-Observation: Evaluating Study Environments
		What Factors Influence Attention and Concentration?
			Exercise 7.2: Self-Observation: Becoming Aware of Misdirected Attention
			Exercise 7.3: Self-Observation: Becoming Aware of Your Listening Habits
		How Can I Improve My Attention and Concentration?
			Exercise 7.4: Dealing with Distracters
		How Do I Seek Academic Help?
		What Motives Do Students Have for Communicating With Their Instructors?
		How Can I Establish Effective Relationships With Instructors?
		How Can I Work More Effectively in Groups?
		How Can I Help Make My Study Group More Productive?
			Ensure Group Size Stays within Four to Six Students
			Make Each Group Participant Identifiable
			Make Each Group Participant Accountable
			Offer Incentives for Good Individual Performance
		How Can I Improve My Communication Skills?
			Sending Messages Effectively
			Receiving Messages Effectively
		Key Points
		Follow-Up Activities
Part 4 Learning and Study Strategies
	Chapter 8 Learning from Course Materials
		Problems in Using Common Reading Strategies
		What Does Research Tell Us about Skillful Readers?
			Exercise 8.1: Self-Observation: Assessing Reading Strategies
		What Learning Strategies Can I Use to Improve My Reading Comprehension and Retention from Textbooks?
			Before Reading
				Exercise 8.2: Understanding the Importance of Prior Knowledge
			During Reading
			After Reading
		How Can I Construct Representations?
			Identify and Use Signal Words
				Exercise 8.3: Representations in Academic Content
				Exercise 8.4: Self-Observation: Constructing Different Representations for the Material
		What Learning Strategies Can I Use to Best Learn from e-Sources?
		What Learning Strategies Can I Use to Best Learn from Powerpoint Slides?
			Before Lecture
		What Learning Strategies Can I Use to Best Learn from Video Captured Lectures?
			Before Viewing
			During Viewing
			After Viewing
		Key Points
		Follow-Up Activities
	Chapter 9 Learning from Class
		Exercise 9.1: Self-Observation: Analyzing Note-Taking Strategies
		How Can I Take Better Class Notes?
			Before Class
			During Class
			After Class
				Exercise 9.2: Practicing the Note-Taking Strategy
		How Can I Ask Good Mirror Questions?
			Exercise 9.3: Identifying the Different Levels of Questions in Class
		How Do I Deal with Particular Note-Taking Problems or Issues?
		Key Points
		Follow-Up Activities
	Chapter 10 Preparing for Exams
		Exercise 10.1: Self-Observation: Assessing Exam Preparation
		How Do I Develop a Study Plan?
			Step 1: Determine the Content Coverage and Question Format of the Exam
			Step 2: Organize and Separate the Content into Parts
			Step 3: Identify Specific Study Strategies
			Step 4: Identify the Amount of Time Needed for Each Strategy
			Step 5: Allocate Time for Each Study Strategy in a Monthly or Weekly Schedule
			Step 6: Modify the Plan as Necessary
		An Example of a Study Plan
			Content Coverage and Question Format
			Organize the Content for Study
			Identify Specific Study Strategies
			Identify the Amount of Time Needed for Each Strategy
			Allocate Time for Each Study Strategy in a Weekly Schedule
		Key Points
		Follow-Up Activities
	Chapter 11 Taking Exams
		Exercise 11.1: Self-Observation: Assessing Test-Taking Strategies
		What Strategies Can I Use to Answer Objective Test Questions?
			How Should You Manage Your Time?
			How Should You Approach Each Question?
			When Should You Change an Answer?
			Strategies for True–False Questions
				Exercise 11.2: Identifying Key Words
		Strategies for Matching Questions
		Strategies for Fill-in-the-Blank Questions
		Strategies for Multiple-Choice Questions
			Exercise 11.3: Taking a Multiple-Choice Exam
		What Strategies Can I Use for Answering Essay Writing Prompts?
			Read the Directions Carefully and Do Exactly What Is Asked
			Read Each Prompt Carefully to Determine What Is Expected in the Response
			Determine How You Will Use Your Time
			Determine the Order in Which You Will Respond to the Prompts
			Organize Your Response by Making an Outline or Representation (Map)
			Write Your Answer Following Specific Procedures
			If Given an Opportunity, Review Your Exam Results
			Evaluating the Two Essay Responses
				Exercise 11.4: Evaluating Responses to an Essay Prompt
				Response 1
				Response 2
		Key Points
		Follow-Up Activities
Afterword
	Motivation
	Methods of Learning/Monitoring of Performance
	Use of Time
	Physical and Social Environment
Glossary
Appendices
	Appendix A: Writing Research Papers and Making Individual or Group Presentations
	Appendix B: A Guide for Completing a Self-Regulation Study
	Appendix C: Examples of Self-Regulation Studies
References
Name Index
Subject Index