Motivation and learning strategies for college success : a focus on self-regulatory approach / Myron H. Dembo, Helena Seli.

By:

Dembo, Myron H

Contributor(s):

Seli, Helena

Material type: Text

TextPublication details: New York : Routledge, 2012.Edition: 4th edDescription: xxi, 340 p. : ill. ; 26 cmISBN:

9780415894203 (paperback)
0415894204 (paperback)

Subject(s):

Holdings
Item type	Current library	Call number	Status	Date due	Barcode
Standard Loan	Thurles Library Main Collection	378.1982 DEM (Browse shelf(Opens below))	Available		30026000067230

Enhanced descriptions from Syndetics:

This popular text combines theory, research, and applications to teach college students how to become more self-regulated learners. Study skills are treated as a serious academic course of study. Students learn about human motivation and learning as they improve their study skills. The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-regulation studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom. Pedagogical Features include Exercises; Follow-Up Activities; Student Reflections; Chapter-end Reviews; Key Point; and a Glossary.

New in the Fourth Edition:More emphasis on research findings; expanded discussion of motivation ; more emphasis on the impact of students' use of social networking and technology; research about neuroscience in relationship to motivation and learning; new exercises, including web-based activities; Companion Website, including an Instructor's Manual

Includes bibliographical references (p. 323-332) and indexes.

Table of contents provided by Syndetics

Preface (p. xv)
Acknowledgments (p. xix)
Figure and Table Credits (p. xx)
Unit I Foundations of Learning and Motivation (p. 1)
Chapter 1 Academic Self-Regulation (p. 3)
What Is Academic Self-Regulation? (p. 4)
What Is the Difference between High School and College? (p. 6)
Why Are Some Students Less Successful Learners? (p. 7)
They Hold Faulty Beliefs about Their Ability, Learning, and Motivation (p. 7)
They Are Unaware of Their Ineffective Learning Behavior (p. 8)
They Fail to Sustain Effective Learning and Motivational Strategies (p. 8)
They Are Not Ready to Change Their Learning and Study Behavior (p. 9)
How Can I Manage My Academic Behavior? (p. 9)
Motivation (p. 10)
Methods of Learning (p. 12)
Use of Time (p. 13)
Physical and Social Environment (p. 14)
Monitoring Performance (p. 15)
The Six Components of Academic Self-Regulation (p. 16)
Exercise 1.1 Self-Observation: Assessing Your Self-Regulatory Skills (p. 17)
How Can I Change My Behavior? (p. 18)
How Does Self-Regulation Occur in an Academic Context? (p. 22)
Key Points (p. 24)
Follow-Up Activities (p. 24)
Chapter 2 Understanding Motivation (p. 28)
Motivational Problems (p. 28)
What Is Motivation and What Factors Influence It? (p. 30)
Motivated Behaviors (p. 31)
Sociocultural Factors (p. 32)
Classroom Environmental Factors (p. 39)
Exercise 2.1 Self-Observation: Analyzing My Personal and Sociocultural Background (p. 41)
Exercise 2.2 Self-Observation: Analyzing Classroom Experiences (p. 42)
Internal Factors (p. 43)
Exercise 2.3 Possible Selves: My Hopes, Expectations, and Fears about the Future (p. 45)
Exercise 2.4 Identifying Mastery and Performance Goal Orientations (p. 48)
Am I Motivated to Change My Academic Behavior? (p. 61)
I Can't Change (p. 62)
I Don't Want to Change (p. 62)
I Don't Know What to Change (p. 64)
I Don't Know How to Change (p. 64)
Key Points (p. 66)
Follow-Up Activities (p. 67)
Chapter 3 Understanding Learning and Memory (p. 74)
Where Does Learning Take Place in the Brain? (p. 75)
Is Intelligence Fixed or Malleable? (p. 77)
Why Is a Growth Mindset More Beneficial than a Fixed Mindset? (p. 77)
Exercise 3.1 Self-Observation: Analyzing My Mindset (p. 78)
How Does the Information-Processing System Explain Learning? (p. 80)
Short-Term Sensory Store (p. 81)
Working Memory (p. 82)
Exercise 3.2 Demonstrating the Capacity of Working Memory (p. 83)
Long-Term Memory (p. 85)
What Are the Flaws in Human Memory? (p. 86)
What Is the Difference between Rote and Meaningful Learning? (p. 88)
Which Learning Strategies Promote Learning and Retention? (p. 89)
Rehearsal Strategies (p. 90)
Elaboration Strategies (p. 91)
Organizational Strategies (p. 93)
Exercise 3.3 Demonstrating the Importance of Categorizing Knowledge (p. 93)
Exercise 3.4 Identifying Learning Strategies (p. 96)
Key Points (p. 97)
Follow-Up Activities (p. 97)
Unit II Motivational Strategies (p. 101)
Chapter 4 Goal Setting (p. 103)
Exercise 4.1 Self-Observation: Identifying Your Values (p. 107)
Why Is Goal Setting Important? (p. 107)
What Properties of Goals Enhance Motivation? (p. 110)
What Are the Steps in the Goal-Setting Process? (p. 110)
Step 1 Identifying and Defining the Goal (p. 111)
Exercise 4.2 Writing Personal Goals (p. 114)
Step 2 Generating and Evaluating Alternative Plans (p. 114)
Step 3 Making Implementation Plans (p. 115)
Step 4 Implementing the Plan (p. 115)
Step 5 Evaluating Your Progress (p. 116)
Key Points (p. 117)
Follow-Up Activities (p. 117)
Chapter 5 Self-Regulation of Emotions (p. 119)
Exercise 5.1 Self-Observation: Assessing Emotions (p. 120)
What Do We Know about College Students' Mental Health? (p. 121)
What Is the Role of Emotions in Academic Performance? (p. 123)
How Are Emotions Influenced by Events and Experiences? (p. 125)
Irrational Thinking Patterns (p. 126)
Exercise 5.2 Identify Irrational Thinking Patterns (p. 127)
How Does Self-Talk Influence My Emotions and Behavior? (p. 128)
Exercise 5.3 Classifying Negative Self-Talk (p. 130)
How Can the Rational Emotive Approach Be Used to Change Emotions? (p. 130)
Can Relaxation Reduce Anxiety? (p. 134)
Boredom (p. 136)
Key Points (p. 139)
Follow-Up Activities (p. 139)
Unit III Behavioral Strategies (p. 145)
Chapter 6 Time Management (p. 147)
What Is Time Management? (p. 148)
How Do You Use Your Time? (p. 148)
Exercise 6.1 Self-Observation: Assessing Time Wasters (p. 149)
Exercise 6.2 Self-Observation: Assessing Use of Time (p. 150)
What Are Some Good Time-Management Strategies? (p. 153)
Set Regular Study Periods (p. 153)
Create an Environment that Is Relatively Free of Distractions and Interruptions (p. 153)
Schedule Tasks So They Can Be Accomplished in 30- to 60-Minute Blocks of Time (p. 154)
Take Short Breaks (p. 154)
Be Specific in Identifying How You Plan to Use Your Time (p. 155)
Alternate Subjects When You Have a Long Time Block Available for Study (p. 155)
Estimate the Time Needed for Each Assignment (p. 156)
Prioritize Tasks (p. 156)
Do the Assignments for the Course You Dislike First (p. 156)
Work Ahead of Your Assignments When Possible (p. 157)
Take Down Any Appointments as Soon as You Make Them in Your Smartphone or Calendar (p. 157)
Use Technology to Manage Your Time (p. 157)
How Do I Develop a System of Time Planning and Management? (p. 158)
Semester Calendar (p. 158)
Weekly Priority Tasks List (p. 158)
Weekly Schedule (p. 158)
What Is Procrastination? (p. 160)
Procrastination and the Internet (p. 163)
What Are the Causes of Procrastination? (p. 164)
What Can I Do about My Tendency to Procrastinate? (p. 164)
Procrastination Elimination Strategies (p. 165)
Challenging and Changing Beliefs and Misperceptions (p. 166)
Exercise 6.3 Challenge Irrational Beliefs (p. 166)
Key Points (p. 168)
Follow-Up Activities (p. 168)
Chapter 7 Self-Regulation of the Physical and Social Environment (p. 172)
Is There a Difference between Attention and Concentration? (p. 174)
Exercise 7.1 Self-Observation: Evaluating Study Environments (p. 175)
What Factors Influence Attention and Concentration? (p. 176)
Exercise 7.2 Self-Observation: Becoming Aware of Misdirected Attention (p. 176)
Exercise 7.3 Self-Observation: Becoming Aware of Your Listening Habits (p. 177)
How Can I Improve My Attention and Concentration? (p. 177)
Exercise 7.4 Dealing with Distracters (p. 179)
How Do I Seek Academic Help? (p. 180)
Do Students Have Different Motives for Communicating with Their Instructors? (p. 183)
How Can I Work More Effectively in Groups? (p. 184)
How Can I Help Make My Study Group More Productive? (p. 185)
How Can I Improve My Concentration Skills? (p. 186)
Sending Messages Effectively (p. 186)
Receiving Messages Effectively (p. 189)
Key Points (p. 191)
Follow-Up Activities (p. 191)
Unit IV Learning and Study Strategies (p. 195)
Chapter 8 Learning from Textbooks (p. 197)
What Does Research Tell Us about Skillful Readers? (p. 199)
Exercise 8.1 Self-Observation: Assessing Reading Strategies (p. 200)
What Learning Strategies Can I Use to Improve My Reading Comprehension and Retention? (p. 200)
Before Reading (p. 200)
Exercise 8.2 Understanding the Importance of Prior Knowledge (p. 203)
During Reading (p. 204)
After Reading (p. 208)
How Can I Construct Representations? (p. 215)
Exercise 8.3 Representations in Academic Content (p. 216)
Exercise 8.4 Constructing Different Representations for the Material (p. 217)
Key Points (p. 220)
Follow-Up Activities (p. 220)
Chapter 9 Learning from Lectures (p. 224)
Exercise 9.1 Self-Observation: Analyzing Note-Taking Strategies (p. 226)
How Can I Take Better Lecture Notes? (p. 227)
Before the Lecture (p. 227)
During the Lecture (p. 229)
After the Lecture (p. 233)
Exercise 9.2 Practicing the Note-Taking Strategy (p. 234)
How Can I Ask Good Mirror Questions? (p. 236)
Exercise 9.3 Identifying the Different Levels of Questions in the Lectures (p. 236)
How Do I Deal with Particular Note-Taking Problems or Issues? (p. 236)
Key Points (p. 239)
Follow-Up Activities (p. 239)
Chapter 10 Preparing for Exams (p. 242)
Exercise 10.1 Self-Observation: Assessing Exam Preparation (p. 244)
How Do I Develop a Study Plan? (p. 244)
Step 1 Determine the Content Coverage and Question Format of the Exam (p. 245)
Step 2 Organize and Separate the Content into Parts (p. 247)
Step 3 Identify Specific Study Strategies (p. 247)
Step 4 Identify the Amount of Time Needed for Each Strategy (p. 249)
Step 5 Allocate Time for Each Study Strategy in a Weekly Schedule (p. 250)
Step 6 Modify the Plan as Necessary (p. 250)
An Example of a Study Plan (p. 251)
Content Coverage and Question Format (p. 252)
Organize the Content for Study (p. 253)
Identify Specific Study Strategies (p. 253)
Identify the Amount of Time Needed for Each Strategy (p. 255)
Allocate Time for Each Study Strategy in a Weekly Schedule (p. 255)
Key Points (p. 257)
Follow-Up Activities (p. 257)
Chapter 11 Taking Exams (p. 259)
Exercise 11.1 Self-Observation: Assessing Test-Taking Strategies (p. 260)
What Strategies Can I Use to Answer Objective Test Questions? (p. 260)
How Should You Manage Your Time? (p. 261)
How Should You Approach Each Question? (p. 261)
When Should You Change an Answer? (p. 261)
Strategies for True-False Questions (p. 262)
Exercise 11.2 Identifying Key Words (p. 263)
Strategies for Matching Questions (p. 263)
Strategies for Fill-in-the-Blank Questions (p. 264)
Strategies for Multiple-Choice Questions (p. 264)
Exercise 11.3 Taking a Multiple-Choice Exam (p. 266)
What Strategies Can I Use for Answering Essay Questions? (p. 267)
Read the Directions Carefully and Do Exactly What Is Asked (p. 267)
Read Each Question Carefully to Determine What Is Expected in the Response (p. 268)
Determine How You Will Use Your Time (p. 269)
Determine the Order in Which You Will Respond to the Questions (p. 269)
Organize Your Response by Making an Outline or Representation (Map) (p. 270)
Write Your Answer Following Specific Procedures (p. 270)
If Given an Opportunity, Review Your Exam Results (p. 270)
Evaluating the Two Essay Responses (p. 270)
Exercise 11.4 Evaluating Responses to an Essay Question (p. 271)
Key Points (p. 276)
Follow-Up Activities (p. 276)
Afterword (p. 280)
Motivation (p. 282)
Methods of Learning/Monitoring of Performance (p. 283)
Use of Time (p. 284)
Physical and Social Environment (p. 284)
Glossary (p. 285)
Appendices (p. 288)
Appendix A A Guide for Completing a Self-Regulation Study (p. 289)
Appendix B Examples of Self-Regulation Studies (p. 301)
Notes (p. 322)
References (p. 323)
Author Index (p. 333)
Subject Index (p. 337)

Author notes provided by Syndetics

Myron H. Dembo is Emeritus Professor of Educational Psychology in the Rossier School of Education at the University of Southern California. He specializes in areas of learning and motivation, with special focus on teaching students how to become more self-regulated learners.
Helena Seli is Assistant Clinical Professor of Educational Psychology and Technology in the Rossier School of Education at the University of Southern California.