Motivation and Learning Strategies for College Success

Myron H. Dembo is Emeritus Professor of Educational Psychology in the Rossier School of Education at the University of Southern California, USA. Helena Seli is Associate Professor of Clinical Education in the Rossier School of Education at the University of Southern California, USA.

Contents





Preface Acknowledgments Figure and Table Credits





UNIT I: 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


How Can I Manage My Academic Behavior?


Motivation


Methods of Learning


Use of Time


Physical and Social Environment


Monitoring Performance


The Six Components of Academic Self-Regulation


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


Exercise 2.4: Identifying Mastery and Performance Goal


Orientations


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 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





UNIT II: MOTIVATIONAL STRATEGIES


Chapter 4 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: Identifying and Defining the Goal


Exercise 4.2: Writing Personal Goals


Step 2: Generating and Evaluating Alternative Plans


Step 3: Making Implementation Plans


Step 4: Implementing the Plan


Step 5: Evaluating 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?


What Do We Know About Depression Among College Students?


What Are Some Self-Regulatory Strategies to Address Depression?


What is the Impact of Boredom on Academic Performance?


What Are Self-Regulatory Strategies to Address Boredom?


Key Points


Follow-Up Activities


UNIT III: 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 Good 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?


Procrastination and the Internet


What Are the Causes of Procrastination?


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 Multitasking?


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?


Do Students Have Different Motives for Communicating with Their Instructors?


How Can I Work More Effectively in Groups?


How Can I Help Make My Study Group More Productive?


How Can I Improve My Communication Skills?


Sending Messages Effectively


Receiving Messages Effectively


Key Points


Follow-Up Activities


UNIT IV: LEARNING AND STUDY STRATEGIES


Chapter 8 Learning from Textbooks


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?


Before Reading


Exercise 8.2: Understanding the Importance of Prior Knowledge


During Reading


After Reading


How Can I Construct Representations?


Exercise 8.3: Representations in Academic Content


Exercise 8.4: Constructing Different Representations for the


Material


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 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 Monthly or 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


Key Points


Follow-Up Activities


Afterword


Motivation


Methods of Learning/Monitoring of Performance


Use of Time


Physical and Social Environment





Glossary


Appendices


Appendix A: A Guide for Completing a Self-Regulation Study


Appendix B: Examples of Self-Regulation Studies


Notes


References


Author Index


Subject Index