Motivation and learning strategies for college success:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Lawrence Erlbaum Assoc.
2008
|
| Ausgabe: | 3. ed. |
| Schlagworte: | |
| Online-Zugang: | Table of contents only Publisher description Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVIII, 337 S. |
| ISBN: | 9780805862294 0805862293 1410616134 |
Internformat
MARC
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| 020 | |a 9780805862294 |9 978-0-8058-6229-4 | ||
| 020 | |a 0805862293 |c p : alk. paper |9 0-8058-6229-3 | ||
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| 084 | |a 10 |2 ssgn | ||
| 100 | 1 | |a Dembo, Myron H. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Motivation and learning strategies for college success |c Myron H. Dembo ; Helena Seli |
| 250 | |a 3. ed. | ||
| 264 | 1 | |a New York [u.a.] |b Lawrence Erlbaum Assoc. |c 2008 | |
| 300 | |a XVIII, 337 S. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a College student orientation | |
| 650 | 4 | |a Achievement motivation | |
| 650 | 4 | |a Learning strategies | |
| 650 | 0 | 7 | |a Lerntechnik |0 (DE-588)4074168-0 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Motivation |0 (DE-588)4040364-6 |2 gnd |9 rswk-swf |
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| 689 | 0 | 1 | |a Motivation |0 (DE-588)4040364-6 |D s |
| 689 | 0 | 2 | |a Lerntechnik |0 (DE-588)4074168-0 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Seli, Helena |e Verfasser |4 aut | |
| 856 | 4 | |u http://www.loc.gov/catdir/toc/ecip075/2006038476.html |3 Table of contents only | |
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Datensatz im Suchindex
| _version_ | 1804137171802652672 |
|---|---|
| adam_text | Contents
Preface
xv
Acknowledgments
xviii
UNIT I: FOUNDATIONS OF LEARNING AND MOTIVATION
Chapter
1
Academic Self-Management
3
What Is Academic Self-Management?
4
What Is the Difference Between High School and College?
7
Why Are Some Students Less Successful Learners?
8
They Hold Faulty Beliefs About Their Ability, Learning, and
Motivation
8
They Are Unaware of Their Ineffective Learning Behavior
9
They Fail to Sustain Effective Learning and Motivational Strategies
9
They Are Not Ready to Change Their Learning and Study Behavior
9
How Can I Change My Academic Behavior?
10
Motivation
10
Methods of Learning
13
Use of Time
14
Physical and Social Environment
15
Monitoring Performance
16
The Six Components of Academic Self-Management
17
Exercise
1.1:
Self-Observation: Assessing Your Self-Management Skills
19
How Can I Change My Behavior?
20
How Does Self-Management Occur in an Academic Context?
24
Key Points
25
Follow-up Activities
26
Chapter
2
Understanding Learning and Memory
29
What Are the Flaws in Human Memory?
30
How Does the Information-Processing System Explain Learning?
31
Short-Term Sensory Store
32
Working Memory
33
Excercise
2.1:
Demonstrating the Capacity of Working Memory
34
Long-Term
Memory
36
IX
CONTENTS
What Is the Difference Between Rote and Meaningful Learning?
38
Exercise
2.2:
Understanding the Importance of Prior Knowledge
38
What Learning Strategies Promote Learning and Retention?
39
Rehearsal Strategies
40
Elaboration Strategies
41
Organizational Strategies
44
Exercise
2.3:
Demonstrating the Importance of
Categorizing Knowledge
44
Exercise
2.4:
Identifying Learning Strategies
46
Key Points
47
Follow-up Activities
47
Chapter
3
Understanding Motivation
51
Motivational Problems
51
Successful Sheila
52
Defensive
Dimitri
52
Anxious Anna
52
Hopeless Henry
53
What Is Motivation and What Factors Influence It?
53
Sociocultural
Factors
55
Exercise
3.1:
Self-Observation: Analyzing My Personal
and
Sociocultural
Background
59
Classroom Environmental Factors
60
Exercise
3.2:
Self-Observation: Analyzing Classroom Experiences
61
Internal Factors
62
Exercise
3.3:
Possible Selves: My Hopes, Expectations,
and Fears About the Future
66
Exercise
3.4:
Identifying Mastery and Performance Goal Orientations
69
Am I Motivated to Change My Academic Behavior?
78
I Can t Change
80
I Don t Want to Change
80
I Don t Know What to Change
82
I Don t Know How to Change
82
Key Points
84
Follow-up Activities
85
UNIT II: MOTIVATIONAL STRATEGIES
Chapter
4
Goal Setting
95
Exercise
4.1:
Self-Observation: Identifying Your Values
99
Why Is Goal Setting Important?
100
What Properties of Goals Enhance Motivation?
102
What Are the Steps in the Goal-Setting Process?
103
Step
1:
Identifying and Defining the Goal
103
CONTENTS
Exercise
4.2:
Writing Personal Goals
106
Step
2:
Generating and Evaluating Alternative Plans
106
Step
3:
Making Implementation Plans
107
Step
4:
Implementing the Plan
108
Step
5:
Evaluating Your Progress
108
Key Points
109
Follow-up Activities
110
Chapter
5
Management of Emotion and Effort
113
Exercise
5.1:
Self-Observation: Assessing Emotions
115
What Is the Role of Emotions in Academic Performance?
116
Boredom
117
How Are Emotions Influenced by Events and Experiences?
118
Irrational Thinking Patterns
119
Exercise
5.2:
Identify Irrational Thinking Patterns
121
Negative Self-Talk
122
Exercise
5.3:
Classifying Negative Self-Talk
122
How Does Self-Talk Influence My Emotions and Behavior?
123
How Can the Rational Emotive Approach Be Used to Change Emotions?
124
Which Emotions Can Be Changed by the Rational Emotive Approach?
127
Can Relaxation Reduce Anxiety?
129
Key Points
131
Follow-up Activities
132
UNIT III: BEHAVIORAL STRATEGIES
Chapter
6
Time Management
139
What Is Time Management?
140
How Do You Use Your Time?
141
Exercise
6.1:
Self-Observation: Assessing Time Wasters
141
Exercise
6.2:
Self-Observation: Assessing Use of Time
141
Are Your Tasks Important, Urgent, Both, or Neither?
145
What Are Some Good Time Management Strategies?
146
Set Regular Study Periods
146
Study in an Environment That Is Relatively Free of
Distractions and Interruptions
146
Schedule Tasks So They Can Be Accomplished in
30-
to 60-Minute Blocks of Time
147
Take Short Breaks
147
Be Specific in Identifying How You Plan to Use Your Time
148
Alternative Subjects When You Have a Long Time
Block Available for Study
148
Estimate the Time Needed for Each Assignment
148
Prioritize Tasks
148
XII
CONTENTS
Do the Assignment for the Course You Dislike First
149
Work Ahead of Your Assignments When Possible
149
Carry Your Calendar With You and Write Down Any
Appointments as Soon as You Make Them
149
How Do I Develop a System of Time Planning and Management?
150
Semester Calendar
150
Weekly Priority Tasks List
153
Weekly Schedule
153
What Is Procrastination?
156
Do You Procrastinate?
156
What Are the Causes of Procrastination?
156
What Can I Do About My Tendency to Procrastinate?
157
Procrastination Elimination Strategies
157
Challenging and Changing Beliefs and Misperceptions
158
Exercise
6.3:
Challenge Irrational Beliefs
159
Key Points
160
Follow-up Activities
161
Chapter
7
Management of Physical and Social Environment
165
Is There a Difference Between Attention and Concentration?
167
Exercise
7.1:
Self-Observation: Evaluating Study Environments
168
What Factors Influence Attention and Concentration?
169
Exercise
7.2:
Self-Observation: Becoming Aware
of Misdirected Attention
169
How Can I Improve My Attention and Concentration?
170
Exercise
7.3:
Dealing With Distracters
172
How Do I Seek Academic Help?
174
How Can I Work More Effectively in Groups?
175
How Can I Help Make My Study Group More Productive?
178
How Can I Improve My Concentration Skills?
179
Sending Messages Effectively
179
Receiving Messages Effectively
181
Key Points
183
Follow-up Activities
183
UNIT IV: LEARNING AND STUDY STRATEGIES
Chapter
8
Learning From Textbooks
189
What Does Research Tell Us About Good Readers?
190
Exercise
8.1:
Self-Observation: Assessing Reading Strategies
191
What Learning Strategies Can I Use to Improve My
Reading Comprehension and Retention?
193
Before Reading
193
During Reading
195
CONTENTS xiii
After
Reading
199
How Can I Construct Representations?
206
Exercise
8.2:
Identifying Different Representations
in Academic Content
206
Exercise
8.3:
Constructing Different Representations
For the Material
208
Key Points
210
Follow-up Activities
211
Chapter
9
Learning From Lectures
215
Exercise
9.1:
Self-Observation: Analyzing Note-Taking Strategies
216
How Can I Take Better Notes?
219
Before the Lecture
219
During the Lecture
220
After the Lecture
222
Exercise
9.2:
Practicing the Note-Taking Strategy
225
How Can I Ask Good Mirror Questions?
227
Exercise
9.3:
Identifying Different Levels of Questions in Lectures
228
How Do I Deal With Particular Note-Taking Problems or Issues?
228
Key Points
231
Follow-up Activities
231
Chapter
10
Preparing for Exams
235
Exercise
10.1:
Self-Observation: Assessing Exam Preparation
237
How Do I Develop a Study Plan?
238
Step
1:
Determine the Content Coverage and
Question Format of the Exam
238
Step
2:
Organize and Separate the Content Into Parts
240
Step
3:
Identify Specific Study Strategies
241
Step
4:
Identify the Amount of Time Needed for Each Strategy
243
Step
5:
Allocate Time for Each Study Strategy in a Weekly Schedule
243
Step
6:
Modify the Plan as Necessary
244
An Example of a Study Plan
244
Content Coverage and Question Format
246
Organize the Content for Study
246
Identify Specific Study Strategies
246
Identify the Amount of Time Needed for Each Strategy
248
Allocate Time for Each Study Strategy in a Weekly Schedule
248
Key Points
250
Follow-up Activities
250
Chapter
11
Taking Exams
253
Exercise
11.1:
Self-Observation: Assessing Test-Taking Strategies
254
xiv___________________________________________________________________________CONTENTS
What Strategies Can I Use to Answer Objective Test Questions?
256
How Should You Manage Your Time?
256
How Should You Approach Each Question?
256
When Should You Change an Answer?
256
Strategies for True-False Questions
257
Exercise
11.2:
Identifying Key Words
258
Strategies for Matching Questions
258
Strategies for Fill-in-the-Blank Questions
259
Strategies for Multiple-Choice Questions
260
Exercise
11.3:
Taking a Multiple-Choice Exam
261
What Strategies Can I Use for Answering Essay Questions?
263
Read the Directions Carefully and Do Exactly What Is Asked
263
Read Each Question Carefully to Determine What
Is Expected in the Response
263
Determine How You Will Use Your Time
265
Determine the Order in Which You Will Respond to the Questions
265
Organize Your Response by Making an Outline
or Representation (Map)
265
Write Your Answer Following Specific Procedures
265
If Given an Opportunity, Review Your Exam Results
266
Exercise
11.4:
Evaluating Responses to an Essay Question
267
Evaluating the Two Essay Responses
269
Key Points
271
Follow-Up Activities
272
Glossary
275
Appendices
279
Appendix A: A Guide for Completing a Self-Management Study
281
Appendix B: Examples of Self-Management Studies
295
References
319
Author Index
329
Subject Index
333
|
| adam_txt |
Contents
Preface
xv
Acknowledgments
xviii
UNIT I: FOUNDATIONS OF LEARNING AND MOTIVATION
Chapter
1
Academic Self-Management
3
What Is Academic Self-Management?
4
What Is the Difference Between High School and College?
7
Why Are Some Students Less Successful Learners?
8
They Hold Faulty Beliefs About Their Ability, Learning, and
Motivation
8
They Are Unaware of Their Ineffective Learning Behavior
9
They Fail to Sustain Effective Learning and Motivational Strategies
9
They Are Not Ready to Change Their Learning and Study Behavior
9
How Can I Change My Academic Behavior?
10
Motivation
10
Methods of Learning
13
Use of Time
14
Physical and Social Environment
15
Monitoring Performance
16
The Six Components of Academic Self-Management
17
Exercise
1.1:
Self-Observation: Assessing Your Self-Management Skills
19
How Can I Change My Behavior?
20
How Does Self-Management Occur in an Academic Context?
24
Key Points
25
Follow-up Activities
26
Chapter
2
Understanding Learning and Memory
29
What Are the Flaws in Human Memory?
30
How Does the Information-Processing System Explain Learning?
31
Short-Term Sensory Store
32
Working Memory
33
Excercise
2.1:
Demonstrating the Capacity of Working Memory
34
Long-Term
Memory
36
IX
CONTENTS
What Is the Difference Between Rote and Meaningful Learning?
38
Exercise
2.2:
Understanding the Importance of Prior Knowledge
38
What Learning Strategies Promote Learning and Retention?
39
Rehearsal Strategies
40
Elaboration Strategies
41
Organizational Strategies
44
Exercise
2.3:
Demonstrating the Importance of
Categorizing Knowledge
44
Exercise
2.4:
Identifying Learning Strategies
46
Key Points
47
Follow-up Activities
47
Chapter
3
Understanding Motivation
51
Motivational Problems
51
Successful Sheila
52
Defensive
Dimitri
52
Anxious Anna
52
Hopeless Henry
53
What Is Motivation and What Factors Influence It?
53
Sociocultural
Factors
55
Exercise
3.1:
Self-Observation: Analyzing My Personal
and
Sociocultural
Background
59
Classroom Environmental Factors
60
Exercise
3.2:
Self-Observation: Analyzing Classroom Experiences
61
Internal Factors
62
Exercise
3.3:
Possible Selves: My Hopes, Expectations,
and Fears About the Future
66
Exercise
3.4:
Identifying Mastery and Performance Goal Orientations
69
Am I Motivated to Change My Academic Behavior?
78
I Can't Change
80
I Don't Want to Change
80
I Don't Know What to Change
82
I Don't Know How to Change
82
Key Points
84
Follow-up Activities
85
UNIT II: MOTIVATIONAL STRATEGIES
Chapter
4
Goal Setting
95
Exercise
4.1:
Self-Observation: Identifying Your Values
99
Why Is Goal Setting Important?
100
What Properties of Goals Enhance Motivation?
102
What Are the Steps in the Goal-Setting Process?
103
Step
1:
Identifying and Defining the Goal
103
CONTENTS
Exercise
4.2:
Writing Personal Goals
106
Step
2:
Generating and Evaluating Alternative Plans
106
Step
3:
Making Implementation Plans
107
Step
4:
Implementing the Plan
108
Step
5:
Evaluating Your Progress
108
Key Points
109
Follow-up Activities
110
Chapter
5
Management of Emotion and Effort
113
Exercise
5.1:
Self-Observation: Assessing Emotions
115
"What Is the Role of Emotions in Academic Performance?
116
Boredom
117
How Are Emotions Influenced by Events and Experiences?
118
Irrational Thinking Patterns
119
Exercise
5.2:
Identify Irrational Thinking Patterns
121
Negative Self-Talk
122
Exercise
5.3:
Classifying Negative Self-Talk
122
How Does Self-Talk Influence My Emotions and Behavior?
123
How Can the Rational Emotive Approach Be Used to Change Emotions?
124
Which Emotions Can Be Changed by the Rational Emotive Approach?
127
Can Relaxation Reduce Anxiety?
129
Key Points
131
Follow-up Activities
132
UNIT III: BEHAVIORAL STRATEGIES
Chapter
6
Time Management
139
What Is Time Management?
140
How Do You Use Your Time?
141
Exercise
6.1:
Self-Observation: Assessing Time Wasters
141
Exercise
6.2:
Self-Observation: Assessing Use of Time
141
Are Your Tasks Important, Urgent, Both, or Neither?
145
What Are Some Good Time Management Strategies?
146
Set Regular Study Periods
146
Study in an Environment That Is Relatively Free of
Distractions and Interruptions
146
Schedule Tasks So They Can Be Accomplished in
30-
to 60-Minute Blocks of Time
147
Take Short Breaks
147
Be Specific in Identifying How You Plan to Use Your Time
148
Alternative Subjects When You Have a Long Time
Block Available for Study
148
Estimate the Time Needed for Each Assignment
148
Prioritize Tasks
148
XII
CONTENTS
Do the Assignment for the Course You Dislike First
149
Work Ahead of Your Assignments When Possible
149
Carry Your Calendar With You and Write Down Any
Appointments as Soon as You Make Them
149
How Do I Develop a System of Time Planning and Management?
150
Semester Calendar
150
Weekly Priority Tasks List
153
Weekly Schedule
153
What Is Procrastination?
156
Do You Procrastinate?
156
What Are the Causes of Procrastination?
156
What Can I Do About My Tendency to Procrastinate?
157
Procrastination Elimination Strategies
157
Challenging and Changing Beliefs and Misperceptions
158
Exercise
6.3:
Challenge Irrational Beliefs
159
Key Points
160
Follow-up Activities
161
Chapter
7
Management of Physical and Social Environment
165
Is There a Difference Between Attention and Concentration?
167
Exercise
7.1:
Self-Observation: Evaluating Study Environments
168
What Factors Influence Attention and Concentration?
169
Exercise
7.2:
Self-Observation: Becoming Aware
of Misdirected Attention
169
How Can I Improve My Attention and Concentration?
170
Exercise
7.3:
Dealing With Distracters
172
How Do I Seek Academic Help?
174
How Can I Work More Effectively in Groups?
175
How Can I Help Make My Study Group More Productive?
178
How Can I Improve My Concentration Skills?
179
Sending Messages Effectively
179
Receiving Messages Effectively
181
Key Points
183
Follow-up Activities
183
UNIT IV: LEARNING AND STUDY STRATEGIES
Chapter
8
Learning From Textbooks
189
What Does Research Tell Us About Good Readers?
190
Exercise
8.1:
Self-Observation: Assessing Reading Strategies
191
What Learning Strategies Can I Use to Improve My
Reading Comprehension and Retention?
193
Before Reading
193
During Reading
195
CONTENTS xiii
After
Reading
199
How Can I Construct Representations?
206
Exercise
8.2:
Identifying Different Representations
in Academic Content
206
Exercise
8.3:
Constructing Different Representations
For the Material
208
Key Points
210
Follow-up Activities
211
Chapter
9
Learning From Lectures
215
Exercise
9.1:
Self-Observation: Analyzing Note-Taking Strategies
216
How Can I Take Better Notes?
219
Before the Lecture
219
During the Lecture
220
After the Lecture
222
Exercise
9.2:
Practicing the Note-Taking Strategy
225
How Can I Ask Good Mirror Questions?
227
Exercise
9.3:
Identifying Different Levels of Questions in Lectures
228
How Do I Deal With Particular Note-Taking Problems or Issues?
228
Key Points
231
Follow-up Activities
231
Chapter
10
Preparing for Exams
235
Exercise
10.1:
Self-Observation: Assessing Exam Preparation
237
How Do I Develop a Study Plan?
238
Step
1:
Determine the Content Coverage and
Question Format of the Exam
238
Step
2:
Organize and Separate the Content Into Parts
240
Step
3:
Identify Specific Study Strategies
241
Step
4:
Identify the Amount of Time Needed for Each Strategy
243
Step
5:
Allocate Time for Each Study Strategy in a Weekly Schedule
243
Step
6:
Modify the Plan as Necessary
244
An Example of a Study Plan
244
Content Coverage and Question Format
246
Organize the Content for Study
246
Identify Specific Study Strategies
246
Identify the Amount of Time Needed for Each Strategy
248
Allocate Time for Each Study Strategy in a Weekly Schedule
248
Key Points
250
Follow-up Activities
250
Chapter
11
Taking Exams
253
Exercise
11.1:
Self-Observation: Assessing Test-Taking Strategies
254
xiv_CONTENTS
What Strategies Can I Use to Answer Objective Test Questions?
256
How Should You Manage Your Time?
256
How Should You Approach Each Question?
256
When Should You Change an Answer?
256
Strategies for True-False Questions
257
Exercise
11.2:
Identifying Key Words
258
Strategies for Matching Questions
258
Strategies for Fill-in-the-Blank Questions
259
Strategies for Multiple-Choice Questions
260
Exercise
11.3:
Taking a Multiple-Choice Exam
261
What Strategies Can I Use for Answering Essay Questions?
263
Read the Directions Carefully and Do Exactly What Is Asked
263
Read Each Question Carefully to Determine What
Is Expected in the Response
263
Determine How You Will Use Your Time
265
Determine the Order in Which You Will Respond to the Questions
265
Organize Your Response by Making an Outline
or Representation (Map)
265
Write Your Answer Following Specific Procedures
265
If Given an Opportunity, Review Your Exam Results
266
Exercise
11.4:
Evaluating Responses to an Essay Question
267
Evaluating the Two Essay Responses
269
Key Points
271
Follow-Up Activities
272
Glossary
275
Appendices
279
Appendix A: A Guide for Completing a Self-Management Study
281
Appendix B: Examples of Self-Management Studies
295
References
319
Author Index
329
Subject Index
333 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Dembo, Myron H. Seli, Helena |
| author_facet | Dembo, Myron H. Seli, Helena |
| author_role | aut aut |
| author_sort | Dembo, Myron H. |
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| callnumber-sort | LB 42343.3 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | AL 40200 DP 1060 |
| ctrlnum | (OCoLC)76794773 (DE-599)BVBBV022937030 |
| dewey-full | 378.1/98 |
| dewey-hundreds | 300 - Social sciences |
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| dewey-tens | 370 - Education |
| discipline | Allgemeines Pädagogik |
| discipline_str_mv | Allgemeines Pädagogik |
| edition | 3. ed. |
| format | Book |
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| id | DE-604.BV022937030 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T18:56:58Z |
| indexdate | 2024-07-09T21:08:03Z |
| institution | BVB |
| isbn | 9780805862294 0805862293 1410616134 |
| language | English |
| lccn | 2006038476 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016141755 |
| oclc_num | 76794773 |
| open_access_boolean | |
| owner | DE-355 DE-BY-UBR DE-11 |
| owner_facet | DE-355 DE-BY-UBR DE-11 |
| physical | XVIII, 337 S. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Lawrence Erlbaum Assoc. |
| record_format | marc |
| spelling | Dembo, Myron H. Verfasser aut Motivation and learning strategies for college success Myron H. Dembo ; Helena Seli 3. ed. New York [u.a.] Lawrence Erlbaum Assoc. 2008 XVIII, 337 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index College student orientation Achievement motivation Learning strategies Lerntechnik (DE-588)4074168-0 gnd rswk-swf Motivation (DE-588)4040364-6 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Schüler (DE-588)4053369-4 s Motivation (DE-588)4040364-6 s Lerntechnik (DE-588)4074168-0 s DE-604 Seli, Helena Verfasser aut http://www.loc.gov/catdir/toc/ecip075/2006038476.html Table of contents only http://www.loc.gov/catdir/enhancements/fy0705/2006038476-d.html Publisher description Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016141755&sequence=000006&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Dembo, Myron H. Seli, Helena Motivation and learning strategies for college success College student orientation Achievement motivation Learning strategies Lerntechnik (DE-588)4074168-0 gnd Motivation (DE-588)4040364-6 gnd Schüler (DE-588)4053369-4 gnd |
| subject_GND | (DE-588)4074168-0 (DE-588)4040364-6 (DE-588)4053369-4 |
| title | Motivation and learning strategies for college success |
| title_auth | Motivation and learning strategies for college success |
| title_exact_search | Motivation and learning strategies for college success |
| title_exact_search_txtP | Motivation and learning strategies for college success |
| title_full | Motivation and learning strategies for college success Myron H. Dembo ; Helena Seli |
| title_fullStr | Motivation and learning strategies for college success Myron H. Dembo ; Helena Seli |
| title_full_unstemmed | Motivation and learning strategies for college success Myron H. Dembo ; Helena Seli |
| title_short | Motivation and learning strategies for college success |
| title_sort | motivation and learning strategies for college success |
| topic | College student orientation Achievement motivation Learning strategies Lerntechnik (DE-588)4074168-0 gnd Motivation (DE-588)4040364-6 gnd Schüler (DE-588)4053369-4 gnd |
| topic_facet | College student orientation Achievement motivation Learning strategies Lerntechnik Motivation Schüler |
| url | http://www.loc.gov/catdir/toc/ecip075/2006038476.html http://www.loc.gov/catdir/enhancements/fy0705/2006038476-d.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016141755&sequence=000006&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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