Motivation and learning strategies for college success: a focus on self-regulated learning
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Routledge
2013
|
| Ausgabe: | 4. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | "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"-- Provided by publisher. |
| Beschreibung: | XXI, 340 S. graph. Darst. |
| ISBN: | 9780415894197 9780415894203 |
Internformat
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| 100 | 1 | |a Dembo, Myron H. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Motivation and learning strategies for college success |b a focus on self-regulated learning |c Myron H. Dembo ; Helena Seli |
| 250 | |a 4. ed. | ||
| 264 | 1 | |a New York [u.a.] |b Routledge |c 2013 | |
| 300 | |a XXI, 340 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
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| 650 | 4 | |a College student orientation | |
| 650 | 4 | |a Achievement motivation | |
| 650 | 4 | |a Learning strategies | |
| 650 | 7 | |a EDUCATION / Adult & Continuing Education |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Educational Psychology |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Study Skills |2 bisacsh | |
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
CONTENTS
~~ SS
ACKNOWLEDGMENTS XIX
FIGUREANDTABLECREDITS XX
UNITI: FOUNDATIONS OFLEARNING ANDMOTIVATION 1
CHAPTER1 ACADEMICSEIT-REGULATION 3
WH AT IS AEADEMIC SELF-REGULATION? 4
WHAT IS THE DIFFERENEE BETWEEN HIGH SEHOOL AND COLLEGE? 6
WHY ARE SOME STUDENTS LESS SUEEESSFUL LEARNERS? 7
THEY HOLD FAULTY BELIEFS ABOUT THEIR ABILITY, LEARNING, AND MOTIVATION 7
THEY ARE UNAWARE OFTHEIR INEFFEETIVE LEARNING BEHAVIOR 8 THEY FAIL TO
SUSTAIN EFFECTIVE LEARNING AND MOTIVATIONAL STRATEGIES 8 THEY ARE NOT
READY TO CHANGE THEIR LEARNING AND STUDY BEHAVIOR 9 HOW CAN I MANAGE MY
AEADEMIC BEHAVIOR? 9
MOTIVATION 10
METHODS OFLEARNING 12
USE OF TIME 13
PHYSICAL AND SODAL ENVIRONMENT 14
MONITORING PERFORMANEE 15
THE SIX COMPONENTS OF AEADEMIC SEIF-REGULATION 16
EXERDSE 1.1: SELF-OBSERVATION: ASSESSING YOUF SELF-REGULATORY SKILLS 17
HOW CAN I CHANGE MY BEHAVIOR? 18
HOW DOES SEIF-REGULATION OEEUF IN AN AEADEMIE CONTEXT? 22 KEY POINTS 24
FOLLOW- UP AETIVITIES 24
IMAGE 2
CONTENTS
CHAPTER 2 UNDERSTANDING MOTIVATION 28
MOTIVATIONAL PROBLEMS 28
WHAT IS MOTIVATION AND WHAT FACTORS INFLUENCE IT? 30
MOTIVATED BEHAVIORS 31
SOCIOCULTURAL FACTORS 32
CLASSROOM ENVIRONMENTAL FACTORS 39
EXERCISE 2.1: SELF-OBSERVATION: ANALYZING MY PERSONAL AND SOCIOCULTURAL
BACKGROUND 41
EXERCISE 2.2: SELF-OBSERVATION: ANALYZING CLASSROOM EXPERIENCES 42
INTERNAL FACTORS 43
EXERCISE 2.3: POSSIBLE SELVES: MY HOPES, EXPECTATIONS, AND FEARS ABOUT
THE FUTURE 45
EXERCISE 2.4: IDENTIFYING MASTERY AND PERFORMANCE GOAL ORIENTATIONS 48
AM I MOTIVATED TO CHANGE MY ACADEMIC BEHAVIOR? 61
I CAN T CHANGE 62
I DON T WANT TO CHANGE 62
I DON T KNOW WH AT TO CHANGE 64
I DON T KNOW HOW TO CHANGE 64
KEY POINTS 66
FOLLOW-UP ACTIVITIES 67
CHAPTER3 UNDERSTANDING LEARNING ANDMEMORY 74
WHERE DOES LEARNING TAKE PIACE IN THE BRAIN? 75
IS INTELLIGENCE FIXED OR MALLEABLE? 77
WHY IS A GROWTH MINDSET MORE BENEFICIAL THAN A FIXED MINDSET? 77
EXERCISE 3.1: SELF-OBSERVATION: ANALYZING MY MINDSET 78 HOW DOES THE
INFORMATION-PROCESSING SYSTEM EXPLAIN LEARNING? 80 SHORT-TERM SENSORY
STORE 81
W ORKING MEMORY 82
EXERCISE 3.2: DEMONSTRATING THE CAPACITY OFWORKING MEMORY 83 LONG-TERM
MEMORY 85
WHAT ARE THE FLAWS IN HUMAN MEMORY? 86
WHAT IS THE DIFFERENCE BETWEEN ROTE AND MEANINGFUL LEARNING? 88 WHICH
LEARNING STRATEGIES PROMOTE LEARNING AND RETENTION? 89 REHEARSAL
STRATEGIES 90
ELABORATION STRATEGIES 91
ORGANIZATIONAL STRATEGIES 93
EXERCISE 3.3: DEMONSTRATING THE IMPORTANCE OF CATEGORIZING KNOWLEDGE 93
EXERCISE 3.4: IDENTIFYING LEARNING STRATEGIES 96
KEY POINTS 97
FOLLOW-UP ACTIVITIES 97
IX
IMAGE 3
CONTENTS
UNIT11: MOTIVATIONAL STRATEGIES 101
CHAPTER4 GOALSETTING 103
EXERCISE 4.1: SELF-OBSERVATION: IDENTIFYING YOUR VALUES 107 WHY IS GOAL
SETTING IMPORTANT? 107
WHAT PROPERTIES OF GOALS ENHANCE MOTIVATION? 110
WHAT ARE THE STEPS IN THE GOAL-SETTING PROCESS? 110
STEP 1: IDENTIFYING AND DEFINING THE GOAL 111
EXERCISE 4.2: WRITING PERSONAL GOALS 114
STEP 2: GENERATING AND EVALUATING ALTERNATIVE PLANS 114
STEP 3: MAKING IMPLEMENTATION PLANS 115
STEP 4: IMPLEMENTING THE PLAN 115
STEP 5: EVALUATING YOUR PROGRESS 116
KEY POINTS 117
FOLLOW- UP ACTIVITIES 117
CHAPTER5 SELF-REGULATION OF EMOTIONS 119
EXERCISE 5.1: SELF-OBSERVATION: ASSESSING EMOTIONS 120
WH AT DO WE KNOW ABOUT COLLEGE STUDENTS MENTAL HEALTH? 121 WH AT IS THE
ROLE OFEMOTIONS IN ACADEMIC PERFORMANCE? 123
HOW ARE EMOTIONS INFLUENCED BY EVENTS AND EXPERIENCES? 125 IRRATIONAL
THINKING PATTERNS 126
EXERCISE 5.2: IDENTIFY IRRATIONAL THINKING PATTERNS 127
HOW DOES SELF-TALK INFLUENCE MY EMOTIONS AND BEHAVIOR? 128 EXERCISE 5.3:
CLASSIFYING NEGATIVE SELF-TALK 130
HOW CAN THE RATIONAL EMOTIVE APPROACH BE USED TO CHANGE EMOTIONS? 130
CAN RELAXATION REDUCE ANXIETY? 134
BOREDOM 136
KEY POINTS 139
FOLLOW-UP ACTIVITIES 139
UNIT11I: BEHAVIORAL STRATEGIES 145
CHAPTER6 TIMEMANAGEMENT 147
WH AT IS TIME MANAGEMENT? 148
HOW DO YOU USE YOUR TIME? 148
EXERCISE 6.1: SELF-OBSERVATION: ASSESSING TIME WASTERS 149 EXERCISE 6.2:
SELF-OBSERVATION: ASSESSING USE OFTIME 150 WHAT ARE SOME GOOD
TIME-MANAGEMENT STRATEGIES? 153
SET REGULAR STUDY PERIODS 153
CREATE AN ENVIRONMENT THAT IS RELATIVELY FREE OF DISTRACTIONS AND
INTERRUPTIONS 153
IMAGE 4
CONTENTS
SCHEDULE TASKS SO THEY CAN BE ACCOMPLISHED IN 30- TO 60-MINUTE BLOCKS
OFTIME 154
TAKE SHORT BREAKS 154
BE SPECIFIC IN IDENTIFYING HOW YOU PLAN TO USE YOUR TIME 155 ALTERNATE
SUBJECTS WHEN YOU HAVE A LONG TIME BLOCK AVAILABLE FOR STUDY 155
ESTIMATE THE TIME NEEDED FOR EACH ASSIGNMENT 156
PRIORITIZE TASKS 156
DO THE ASSIGNMENTS FOR THE COURSE YOU DISLIKE FIRST 156
WORK AHEAD OFYOUR ASSIGNMENTS WHEN POSSIBLE 157
TAKE DOWN ANY APPOINTMENTS AS SOON AS YOU MAKE THEM IN YOUR SMARTPHONE
OR CALENDAR 157
USE TECHNOLOGY TO MANAGE YOUR TIME 157
HOW DO I DEVELOP A SYSTEM OFTIME PLANNING AND MANAGEMENT? 158 SEMESTER
CALENDAR 158
WEEKLY PRIORITY TASKS LIST 158
WEEKLY SCHEDULE 158
WHAT IS PROCRASTINATION? 160
PROCRASTINATION AND THE INTERNET 163
WH AT ARE THE CAUSES OFPROCRASTINATION? 164
WH AT CAN I DO ABOUT MY TENDENCY TO PROCRASTINATE? 164
PROCRASTINATION ELIMINATION STRATEGIES 165
CHALLENGING AND CHANGING BELIEFS AND MISPERCEPTIONS 166
EXERCISE 6.3: CHALLENGE IRRATIONAL BELIEFS 166
KEY POINTS 168
FOLLOW- UP ACTIVITIES 168
CHAPTER7 SELF-REGULATION OFTHE PHYSICAL ANDSOCIALENVIRONMENT 172
IS THERE A DIFFERENCE BETWEEN ATTENTION AND CONCENTRATION? 174 EXERCISE
7.1: SELF-OBSERVATION: EVALUATING STUDY ENVIRONMENTS 175 WHAT FACTORS
INFLUENCE ATTENTION AND CONCENTRATION? 176
EXERCISE 7.2: SELF-OBSERVATION: BECOMING AWARE OFMISDIRECTED ATTENTION
176
EXERCISE 7.3: SELF-OBSERVATION: BECOMING AWARE OFYOUR LISTENING HABITS
177
HOW CAN I IMPROVE MY ATTENTION AND CONCENTRATION? 177
EXERCISE 7.4: DEALING WITH DISTRACTERS 179
HOW DO I SEEK ACADEMIC HELP? 180
DO STUDENTS HAVE DIFFERENT MOTIVES FOR COMMUNICATING WITH THEIR
INSTRUCTORS? 183
HOW CAN I WORK MORE EFFECTIVELY IN GROUPS? 184
HOW CAN I HELP MAKE MY STUDY GROUP MORE PRODUCTIVE? 185
HOW CAN I IMPROVE MY CONCENTRATION SKILLS? 186
SENDING MESSAGES EFFECTIVELY 186
RECEIVING MESSAGES EFFECTIVELY 189
XI
IMAGE 5
CONTENTS
KEY POINTS 191
FOLLOW-UP ACTIVITIES 191
UNITIV:LEARNING ANDSTUDY STRATEGIES 195
CHAPTER8 LEARNING FROMTEXTBOOKS 197
WHAT DOES RESEARCH TELL US ABOUT SKILLFUL READERS? 199
EXERCISE 8.1: SELF-OBSERVATION: ASSESSING READING STRATEGIES 200 WHAT
LEARNING STRATEGIES CAN I USE TO IMPROVE MY READING COMPREHENSION AND
RETENTION? 200
BEFORE READING 200
EXERCISE 8.2: UNDERSTANDING THE IMPORTANCE OFPRIOR KNOWLEDGE 203 DURING
READING 204
AFTER READING 208
HOW CAN I CONSTRUCT REPRESENTATIONS? 215
EXERCISE 8.3: REPRESENTATIONS IN ACADEMIC CONTENT 216
EXERCISE 8.4: CONSTRUCTING DIFFERENT REPRESENTATIONS FOR THE MATERIAL
217
KEY POINTS 220
FOLLOW-UP ACTIVITIES 220
CHAPTER9 LEARNING FROMLECTURES 224
EXERCISE 9.1: SELF-OBSERVATION: ANALYZING NOTE- TAKING STRATEGIES 226
HOW CAN I TAKE BETTER LECTURE NOTES? 227
BEFORE THE LECTURE 227
DURING THE LECTURE 229
AFTER THE LECTURE 233
EXERCISE 9.2: PRACTICING THE NOTE- TAKING STRATEGY 234
HOW CAN I ASK GOOD MIRROR QUESTIONS? 236
EXERCISE 9.3: IDENTIFYING THE DIFFERENT LEVELS OF QUESTIONS IN THE
LECTURES 236
HOW DO I DEAL WITH PARTICULAR NOTE- TAKING PROBLEMS OR ISSUES? 236 KEY
POINTS 239
FOLLOW-UP ACTIVITIES 239
CHAPTER10 PREPARING FOR EXAMS 242
EXERCISE 10.1: SELF-OBSERVATION: ASSESSING EXAM PREPARATION 244 HOW DO I
DEVELOP A STUDY PLAN? 244
STEP 1: DETERMINE THE CONTENT COVERAGE AND QUESTION FORMAT OF THE EXAM
245
STEP 2: ORGANIZE AND SEPARATE THE CONTENT INTO PARTS 247
STEP 3: IDENTIFY SPECIFIC STUDY STRATEGIES 247
STEP 4: IDENTIFY THE AMOUNT OFTIME NEEDED FOR EACH STRATEGY 249
IMAGE 6
CONTENTS
STEP 5: ALLOCATE TIME FOR EACH STUDY STRATEGY IN A WEEKLY SCHEDULE 250
STEP 6: MODIFY THE PLAN AS NECESSARY 250
AN EXAMPLE OF A STUDY PLAN 251
CONTENT COVERAGE AND QUESTION FORMAT 252
ORGANIZE THE CONTENT FOR STUDY 253
IDENTIFY SPECIFIC STUDY STRATEGIES 253
IDENTIFY THE AMOUNT OFTIME NEEDED FOR EACH STRATEGY 255
ALLOCATE TIME FOR EACH STUDY STRATEGY IN A WEEKLY SCHEDULE 255 KEY
POINTS 257
FOLLOW-UP ACTIVITIES 257
CHAPTER11 TAKINGEXAMS 259
EXERCISE 11.1: SELF-OBSERVATION: ASSESSING TEST- TAKING STRATEGIES 260
WHAT STRATEGIES CAN I USE TO ANSWER OBJECTIVE TEST QUESTIONS? 260 HOW
SHOULD YOU MANAGE YOUR TIME? 261
HOW SHOULD YOU APPROACH EACH QUESTION? 261
WHEN SHOULD YOU CHANGE AN ANSWER? 261
STRATEGIES FOR TRUE- FALSE QUESTIONS 262
EXERCISE 11.2: IDENTIFYING KEY W ORDS 263
STRATEGIES FOR MATCHING QUESTIONS 263
STRATEGIES FOR FILL-IN-THE-BLANK QUESTIONS 264
STRATEGIES FOR MULTIPLE-CHOICE QUESTIONS 264
EXERCISE 11.3: TAKING A MULTIPLE-CHOICE EXAM 266
WH AT STRATEGIES CAN I USE FOR ANSWERING ESSAY QUESTIONS? 267 READ THE
DIRECTIONS CAREFULLY AND DO EXACTLY WHAT IS ASKED 267 READ EACH QUESTION
CAREFULLY TO DETERMINE WHAT IS EXPECTED IN THE RESPONSE 268
DETERMINE HOW YOU WILL USE YOUR TIME 269
DETERMINE THE ORDER IN WHICH YOU WILL RESPOND TO THE QUESTIONS 269
ORGANIZE YOUR RESPONSE BY MAKING AN OUTLINE OR REPRESENTATION (MAP) 270
WRITE YOUR ANSWER FOLLOWING SPECIFIC PROCEDURES 270
IF GIVEN AN OPPORTUNITY, REVIEW YOUR EXAM RESULTS 270
EVALUATING THE TWO ESSAY RESPONSES 270
EXERCISE 11.4: EVALUATING RESPONSES TO AN ESSAY QUESTION 271 KEY POINTS
276
FOLLOW-UP ACTIVITIES 276
AFTERWORD 280
MOTIVATION 282
METHODS OF LEARNING/MONITORING OF PERFORMANCE 283
USE OFTIME 284
PHYSICAL AND SOCIAL ENVIRONMENT 284
XIII
IMAGE 7
XIV
CONTENTS
G10SSARY 285
APPENDICES 288
APPENDIXA: A GUIDEFOR COMPLETINGA SELF-REGULATIONSTUDY 289
APPENDIXB: EXAMPLESOF SELF-REGULATIONSTUDIES 301
NOTES 322
REFERENCES 323
AUTHOR INDEX 333
SUBJECTINDEX 337
|
| any_adam_object | 1 |
| author | Dembo, Myron H. Seli, Helena |
| author_facet | Dembo, Myron H. Seli, Helena |
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| ctrlnum | (OCoLC)812243013 (DE-599)BVBBV040382065 |
| dewey-full | 378.1/98 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 378 - Higher education (Tertiary education) |
| dewey-raw | 378.1/98 |
| dewey-search | 378.1/98 |
| dewey-sort | 3378.1 298 |
| dewey-tens | 370 - Education |
| discipline | Allgemeines Pädagogik Psychologie |
| edition | 4. ed. |
| format | Book |
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| geographic | USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV040382065 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:22:49Z |
| institution | BVB |
| isbn | 9780415894197 9780415894203 |
| language | English |
| lccn | 2012003839 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-025235575 |
| oclc_num | 812243013 |
| open_access_boolean | |
| owner | DE-29 DE-11 DE-384 DE-20 |
| owner_facet | DE-29 DE-11 DE-384 DE-20 |
| physical | XXI, 340 S. graph. Darst. |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Routledge |
| record_format | marc |
| spelling | Dembo, Myron H. Verfasser aut Motivation and learning strategies for college success a focus on self-regulated learning Myron H. Dembo ; Helena Seli 4. ed. New York [u.a.] Routledge 2013 XXI, 340 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier "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"-- Provided by publisher. College student orientation Achievement motivation Learning strategies EDUCATION / Adult & Continuing Education bisacsh EDUCATION / Educational Psychology bisacsh EDUCATION / Study Skills bisacsh College (DE-588)4148217-7 gnd rswk-swf Lerntechnik (DE-588)4074168-0 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g College (DE-588)4148217-7 s Lerntechnik (DE-588)4074168-0 s DE-604 Seli, Helena Verfasser aut Erscheint auch als Online-Ausgabe 978-0-203-81383-6 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025235575&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Dembo, Myron H. Seli, Helena Motivation and learning strategies for college success a focus on self-regulated learning College student orientation Achievement motivation Learning strategies EDUCATION / Adult & Continuing Education bisacsh EDUCATION / Educational Psychology bisacsh EDUCATION / Study Skills bisacsh College (DE-588)4148217-7 gnd Lerntechnik (DE-588)4074168-0 gnd |
| subject_GND | (DE-588)4148217-7 (DE-588)4074168-0 (DE-588)4078704-7 |
| title | Motivation and learning strategies for college success a focus on self-regulated learning |
| title_auth | Motivation and learning strategies for college success a focus on self-regulated learning |
| title_exact_search | Motivation and learning strategies for college success a focus on self-regulated learning |
| title_full | Motivation and learning strategies for college success a focus on self-regulated learning Myron H. Dembo ; Helena Seli |
| title_fullStr | Motivation and learning strategies for college success a focus on self-regulated learning Myron H. Dembo ; Helena Seli |
| title_full_unstemmed | Motivation and learning strategies for college success a focus on self-regulated learning Myron H. Dembo ; Helena Seli |
| title_short | Motivation and learning strategies for college success |
| title_sort | motivation and learning strategies for college success a focus on self regulated learning |
| title_sub | a focus on self-regulated learning |
| topic | College student orientation Achievement motivation Learning strategies EDUCATION / Adult & Continuing Education bisacsh EDUCATION / Educational Psychology bisacsh EDUCATION / Study Skills bisacsh College (DE-588)4148217-7 gnd Lerntechnik (DE-588)4074168-0 gnd |
| topic_facet | College student orientation Achievement motivation Learning strategies EDUCATION / Adult & Continuing Education EDUCATION / Educational Psychology EDUCATION / Study Skills College Lerntechnik USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025235575&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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