Review book motivation and learning strategies for college students last chapter.

HELLOO GUYS!! THIS IS THE LAST REVIEW FROM BOOK MOTIVATION AND LEARNING STRATEGIES FOR COLLEGE SUCCESS. DON’T MISSED IT. J

Chapter 10 : Preparing For Exams

a six-step procedure for how you can develop a study plan for each of your scheduled exams:

Step 1: Determine the Content Coverage and Question Format of the Exam Exam questions come from many different sources. Omitting any of the following sources can result in incomplete information for exam preparation:

Course Syllabus. A review of the course syllabus will help you determine the exact content covered on the exam.

Textbook Chapters. After checking the textbook chapters covered on an exam, make sure the instructor did not announce any changes during the term. If the instructor failed to emphasize certain chapters or paperback books, do not assume they will not be covered on the exam. If you have questions, ask the instructor whether he or she will emphasize certain material in the course. Finally, assess how well you understand the material in each chapter and determine which chapters need more extensive study.

Lecture Notes. Review your notes to determine whether you have all the lecture notes. When notes are dated, it is easy to determine whether any notes are missing. If notes are missing or incomplete, borrow them from another student. Finally, ask your instructor or classmates questions about confusing aspects of your notes.

Previous Exams and Quizzes. Some instructors hand out copies of past exams, place them on reserve in the library, or allow students to review them in his or her office.The purpose of reviewing past exams is to identify possible topics or issues that are likely to appear on future exams.

Instructor’s Handouts. Do not limit your review to lecture notes and textbook reading. Many instructors pass out summaries, outlines, lists of terms, sample problems, maps, or charts that provide information for exams.

Information From Other Students. Did you miss any lectures during the term? Is there information you do not understand? Do not hesitate to ask students in your class questions about the course content. In addition, consider whether you could benefit from participating in group study sessions.

Information From the Last Class Before the Exam. Review the content covered for the exam before class so you will be better prepared to ask questions in class and understand the instructor’s reply to other students’ questions.

Step 2: Organize and Separate the Content Into Parts Many students open their textbooks and notes and proceed sequentially through the content. They focus on dates, facts, formulae, or definitions found in textbooks or lecture notes. Often, studying textbooks and studying lecture notes are viewed as separate activities. The problem in this approach is that it is easy to lose sight of the important ideas and issues in the course. An alternative approach is to use thematic study, which involves organizing all relevant content, no matter where it is found, around specific topics or themes. For example, a unit covering different wars in history might be organized as follows: causes, major battles, military leaders, and political and economic consequences (repeatable categories in a matrix). All the factual information could be studied within each of the repeatable categories. The advantage of thematic study is that it forces students to determine which topics are most important and to integrate the information from lectures and chapters in the textbook. Here are some suggestions for using this approach (McWhorter, 1996): First, review the course syllabus, introductory chapter, and lecture notes to determine whether the instructor or textbook author identified themes or topics for the course. A review of the table of contents in a textbook can be helpful in identifying themes. Second, identify how the lectures relate to the material in the textbook. Finally, try to integrate related material from the textbook and lectures. As illustrated in the earlier example of the study of wars in history, one useful way to determine major topics and themes is to use representations for as much of the material as possible. Such representations can be helpful in organizing the material and provide help in generating possible exam questions.

Step 3: Identify Specific Study Strategies

If you follow the procedures for reading texts and taking lectures notes, respectively, you already have been generating and answering questions related to the content in your courses. Therefore, you do not have to start from scratch. Your mirror and summary questions for each lecture will be useful for study. The questions in your textbook or the self-generated questions from the headings are another useful source. Finally, the representations developed after reading or note taking can help you generate questions.

Step 4. Identify the Amount of Time Needed for Each Strategy

 Different study strategies involve different amounts of time. For example, making study cards to review definitions of terms often requires less time than developing a representation of content in a chapter or summarizing a short story.

Step 5: Allocate Time for Each Study Strategy

Think about the examinations on which you used massed practice. How much of the content did you remember a few days after the examination? For each exam you take, consider how much time each of the study strategies you plan to use will take and then identify time in your weekly schedule for each of the strategies. For example, in some cases you may need 1 or 2 days to prepare for short quizzes or exams, whereas for more detailed exams, you may need a week or more to prepare.

Step 6: Modify the Plan as Necessary

 The fact that you developed a study plan does not mean you always will follow it as planned. Students constantly make changes in their initial plans, because of an underestimation or overestimation of time needed to study different content. Many different factors influence the need for change, such as: the unavailability of certain study material, the inability to study because of interruptions and distractions, or the realization that you need to review certain material that you do not understand or cannot recall.

Chapter 11 : Taking Exams

Now that you have learned how to prepare for exams, you are ready to improve your test-taking strategies. Although you will learn a number of strategies to help you succeed on exams, it is important to remember that these strategies are most effective when you prepare properly for an exam.

WHAT STRATEGIES CAN I USE TO ANSWER OBJECTIVE TEST QUESTIONS?

How Should You Manage Your Time? To properly manage your time, adhere to the following guidelines:

•Always know how much time you have for the test.

•During the test, check the clock once in a while so that you will know how much time is left

•When you begin the test:

a.Answer questions you know first.

b.Do not spend too much time on hard questions. Try not to get upset when you cannot answer a hard question.

c.Skip hard questions and go back to them at the end of the test.

•When you have answered all the questions, go back and check your work.

How Should You Approach Each Question? Use the following guidelines to approach each questions:

•If you do not know the answer to a question, read the question again.

•Read each of the answers

•Mark the best answer only after you have read all of the answers.

•If you cannot figure out the answer to a question, guess.

•Be sure you mark one answer for each question. Do not leave a question blank.

When Should You Change an Answer? You should change an answer:

•When you make a mistake.

 •When you think another answer is better. A few minutes after you start taking a test, you sometimes get into the swing of the test and see things in the questions that you did not notice at first. After you finish the test and start going back over the questions, if a different answer seems better, you should change your answer.

Strategies for True–False Questions

The following are strategies for answering true–false questions:

•Carefully read key words such as all, most, some, always, little,

none, completely, better, and more. A key word is a single word

that can determine the overall meaning of the statement.

•Do not read too much into the statement. Base your response

on the information provided in the statement, not additional

knowledge you may know about the topic.

•Carefully read questions that have two-part statements.

Remember that both parts of a statement must be true for you

to correctly mark it “True.”

Strategies for Fill-in-the-Blank Questions

The following are strategies for responding to fill-in-the-blank test items:

•Read the questions carefully and look for clue words (e.g., as,

an, the, and, these), especially just before the blanks. Make your

response grammatically correct.

•Be sure the answer makes sense.

•Do not leave any blanks. If you cannot think of the exact word,

write a synonym for the word or phrase. You might receive

partial credit for your response.

Strategies for Multiple-Choice Questions

The following are strategies for answering multiple-choice test questions:

•Follow the directions to determine if there is any special information for answering the questions, such as a choice in the number of questions to be answered.

•Determine how much time you will allot for answering the questions. Use the rule: Percentage of total points = percentage of total time. This means that a question worth 20% of the exam would be allotted 20% of your test time.

•Read the stem and all of the choices before determining the best answer. Many students quickly select an answer without reading all the alternatives. In most multiple-choice tests, you are often asked to select the best answer. Therefore, you may conclude that there is more than one correct answer, but that one choice is the best answer.

•Skip difficult questions at the beginning of the exam.

•Review choices that are very similar. Many students complain that multiple-choice questions are “tricky,” because two items appear to be similar. Try the following strategy: Translate the similar choices into your own words and then analyze how the choices differ.

•Use caution when “all of the above” and “none of the above” are included as choices. Look carefully at each choice. If you can eliminate one choice, you can eliminate “all of the above” as a response. Likewise, if you are certain that one choice is correct, you can eliminate “none of the above” as a response.

•Review difficult questions before you hand in the exam.

•When in doubt, guess. If there is a penalty for guessing, still guess if you can omit at least two of the alternatives.

•Whenever possible, review exam results.

THE END~.
I hope this review useful for us :) thank you for visiting my blog :)

The benefits of reading a blog

Helloooo, welcome back! , For the readers of my blog, I want to tell you about the benefits of reading a blog.

  Reading is a good thing. Especially when reading becomes a hobby. Books are a window to the world, but now in the digital age, reading is not only in books but everywhere. For example on the blog. Reading other people's blogs certainly has its own advantages:

1. Knowing new knowledge: By reading other people's blogs, of course we will find things that we have never known or things that have just happened and certainly are useful things.

2. Can copy writing style: the way each person is writing is different, by reading other people's blogs, we can learn how to write so that the reader can be carried away.

3. Add critical thinking skills and analysis: in reading other people's blogs sometimes we often find things that are slightly contrary to our opinions so we have to be critical about the things written in the blog.

4. Add vocabulary: the more we read, the more vocabulary we have.

5. Add writing skills: By looking at other people's blogs and trying to imitate their writing style, our writing skills will increase.

6. Entertainment: Reading articles that are interesting and in accordance with our interests will provide entertainment to us.

Therefore, don't forget to read guys❤❤❤

Motivating and learning strategies for college success chapter 8-9

Helloo guys welcome back to my blog . This is the next chapter from motivating and learning strategies for college success. Happy reading!! Hope you enjoy it J

Chapter 8 : Learning From Textbooks

Individuals spend a good deal of time reading throughout their lives. They read for enjoyment, relaxation, or knowledge. As a result, they often read differently depending on the purpose for reading. For example, students do not read a college textbook the same way they read popular magazines or best-sellers. Have you ever watched people read a magazine? How often do you see them underlining or taking notes on what they read? For the most part, these individuals do not care about how much they remember, because they do not expect to be tested on the material. Yet, because of their interest in the material, they often remember a great deal of what they read. College students are expected to read and remember material in courses whether or not they are interested in the content or believe it has any relevance to their future occupational goals. Success in different courses depends on learning to use effective reading strategies for a variety of college textbooks. What else do you do beyond simply reading a textbook? Do you ask yourself questions about what you have read? Do you attempt to summarize the author’s main points? How do you know that you have identified the main ideas in a chapter? What strategies do you use to remember what you read? Many students underline passages in their textbooks as they read. Unfortunately, underlining is a rehearsal strategy that does not require much thinking about the content and, as a result, does not help move material into long-term memory. Another problem is that irrelevant information is often underlined along with relevant information. When it comes time to review the understanding of the text, the underlining may be confusing. Thus, it is possible to spend considerable time underlining a textbook and still not remember most of the important ideas in a chapter. Underlining must be used in concert with other reading strategies.

WHAT DOES RESEARCH TELL US ABOUT GOOD READERS? Good readers attempt to comprehend and remember what they read by using specific learning strategies to manage their understanding. The following is a summary of these strategies (Dole, Duffy, Roehler, & Person, 1991):

•Determining importance. Good readers identify main ideas and separate them from examples and supporting details. Poor readers often underline or highlight text as they read and do not differentiate between important and less important ideas.

 •Summarizing information. Good readers summarize information by reviewing all the ideas in a passage or chapter, differentiate important from unimportant ideas, and then synthesize the ideas to create a statement that represents the meaning of the passage or chapter. Poor readers do not stop to summarize what they have read.

•Drawing inferences. Good readers use inferencing extensively to fill in details omitted in a text and to elaborate on what they read. In other words, they ask questions like: What is the author implying? What is the implication of the actions suggested in the passage? How do these ideas relate to other points of view on the issue? Poor readers rarely go beyond the written words in the text.

•Generating questions. Good readers maintain active involvement by generating questions and attempting to answer them while they read. Poor readers tend to be more passive and fail to generate such questions.

•Monitoring comprehension. Good readers are not only aware of the quality and degree of their understanding but know what to do and how to do it when they fail to comprehend material. Poor readers fail to monitor their understanding. As a result, they frequently rely on others to determine their degree of understanding.

Before Reading :

1.   Preview the Book for Learning Aids.

2.   Survey the Assignment Before Each Reading Session

3.   Read Questions That Are Provided at the Beginning or End of Each Chapter, in Accompanying Study Guides, or Provided by Your Instructors.

During reading :

1.   As You Begin Reading, Think of the Text as a Conversation Between the Author and Yourself.

2.   Turn the Headings in Your Textbook into Questions and Answer Them.

3.   Underline and Annotate Textbooks.

4.   Comprehension Monitoring.

After Reading :

1.   Answer Out Loud the Questions You Generated From the Headings, Printed in Your Textbook, or Given to You by Your Instructor.

2.   Consider Summarizing the Material.

3.   Consider Outlining the Material.

4.   Consider Representing or Mapping the Material.

Chapter 9 : Learning From Lectures

Much of the information learned about a subject in college is presented in lecture form. Remember the discussion of the informationprocessing system in chapter 2. Because human memory fades quickly, it is important that you learn how to record major ideas and supporting details. Also, unless your notes are organized, it will be difficult to understand what you recorded weeks after you first took the notes. The most frustrating experience is to look at your notes and ask yourself: What does this mean? One of the major differences between learning from texts and lectures is that in reading you can control the flow of information. If you do not understand something, you can reread it, take notes, or put down the text and return to it at another time. However, in lectures, the pace is controlled by the instructor. As a result, you need to use strategies to capture the main ideas more rapidly.

Before the Lecture:

1.   Complete Assigned Readings Before Class

2.   Review Notes From the Previous Class.

3.   Bring All Necessary Materials (e.g., Notebook, Pen, Handouts, Syllabus, and Textbook) to Class.

4.   Sit Toward the Front of the Room if You Have Difficulty Concentrating.

5.   Date and Number Each Day’s Notes.

During The Lecture :

1.   Listen Carefully to the Instructor and Take Notes That Focus on Main Ideas and Supporting Details.

2.   Condense the Main Ideas and Supporting Details Into Short Phrases or Sentences, Using Abbreviations Whenever Possible.

3.   Use an Indenting Form for Writing Notes

4.   When the Instructor Moves to Another Idea or Topic, Show This Shift by Skipping Two Lines

After the Lecture :

1.   Add Any Important Information You Remember the Instructor Saying but You Did Not Write Down.

2.   Locate Information You Did Not Understand in the Lecture From the Instructor, Another Student, or the Textbook.

3.   Play a Form of Academic Jeopardy and Think About Notes as Answers to Questions.

4.   Once a Question Has Been Identified, Return to the Lecture-Note Text and Underline a Key Term or Phrase That Triggers an Answer to the Question.

5.   Read the Key Terms or Phrases to Verify That They Help You Recall the Information in the Notes.

6.   Cover the Notes With a Blank Sheet of Paper and Attempt to Answer Questions.

7.   If Appropriate, Construct Representations to Depict the Organization of the Material in the Lecture.

8.   Write a Summary Question for the Total Lecture at the End of Your Lecture Notes for the Day.

Motivation and learning strategies for college success chapter 5-7

Hello . Welcome to my blog J . Today, I would like to review a book Motivation and learning strategies for college success chapter 5-7 . CHECK THIS OUT !!.

Chapter 5 :Management emotion and effort

What are emotions? How can negative emotions be modified? How do emotions impact academic achievement? Many students describe that their emotions resemble a roller coaster as they report the many ups and downs they experience throughout the semester.

HOW ARE EMOTIONS INFLUENCED BY EVENTS AND EXPERIENCES?

emotions have nothing to do with actual events. In between the activating event (A) and the emotion (C) are realistic or unrealistic beliefs and self-talk (B). It is the self-talk that produces the emotions. Your own thoughts, directed and controlled by you, are what create emotions like shame, anxiety, anger, and depression. Figure 5.1 illustrates the relationship between environmental events and emotional and physical responses. It is your beliefs and perceptions that stimulate your feelings and your actions. A person or event can’t make you feel bad. You make yourself feel bad. In other words, you feel the way you think.

HOW DOES SELF-TALK INFLUENCE MY EMOTIONS AND BEHAVIOR?

Self-talk is an important strategy for self-management. Individuals who exhibit inappropriate self-talk often act inappropriately. If more appropriate self-talk is introduced, behavior can be changed. The emphasis, therefore, is on changing negative self-talk to positive selftalk. The theory behind self-talk training is that inner speech influences cognition (thinking) and emotions, and ultimately guides our behavior. Meichenbaum (1977) showed how self-talk can be used to modify the behavior of students who were anxious or impulsive. He successfully trained students to replace negative self-statements like “I can’t do this” or “I’m not good at it” with positive self-statements like “If I concentrate I can solve the problems” or “I just need to relax and carefully read each problem.” The training led to improved performance on tasks. Self-talk also has been used to control anxiety, mood, and other emotional responses.

Examples of Negative Self-Talk Individuals express different types of negative self-talk. The following are four common types of self-talk that tend to be found in people who are prone to anxiety: the Worrier, the Critic, the Victim, and the Perfectionist.

Type	Characteristics	Favorite Expression	Examples of Self-Talk
The Worrier	Imagines the worst situation	“What if . . .”	“I get called on and I can’t answer the question.”
The Critic	Judges or evaluates your behavior; points out your flaws and limitations	“That was stupid!”	“My term paper needed more library research and another draft.”
The Victim	Feels helpless or hopeless	“I can’t.” “I’ll never be able to.”	“I’m just too tired to do anything today.”
The Perfectionist	Tells you that your efforts aren’t good enough	“I should.” “I have to.” “I must.” “I could have.”	“If I take some time off from studying. I keep thinking: ‘You should be studying.’”

Procedures for Improving Self-Talk :

Academic emotions influence your learning and achievement. Positive emotions foster your control over your learning, whereas negative emotions lead to more passive behavior. Positive emotions predict high achievement, and negative emotions predict low achievement. In summary, your academic emotions are closely linked to your learning, self-control, and scholastic achievement

CHAPTER 6 : Time management

One of the most important factors influencing the attainment of goals is the efficient use of time. In high school, most of your time was structured for you because you were in school most of the day. For the most part, your time management involved structuring your study time after school. College life is more demanding because there are more tasks to accomplish. Your class schedule can vary greatly; for example, you may only have classes three or four times a week and might complete your classes by noon. In general, you have to manage more hours of time and often do not have your parents around to offer “suggestions” for how you should do it.

WHAT IS TIME MANAGEMENT?

When we talk about time management, we are really talking about event or task management. After all, the purpose of time management is to ensure that we complete all of our important tasks each day. It is not simply to manage time. Smith (1994) stated: “Controlling your life means controlling your time, and controlling your time means controlling the events in your life”

HOW DO YOU USE YOUR TIME? Everyone wastes some time. A problem occurs, however, when the amount of time that one wastes interferes with the attainment of personal goals. The purpose of the following exercise is to identify your major time wasters. Next, you will be asked to account for your time in a typical week to gain further insights into your use of time.

SELF-OBSERVATION: ASSESSING USE OF TIME :

WHAT ARE SOME GOOD TIME MANAGEMENT STRATEGIES?

1.       Set Regular Study Periods

2.       Study in an Environment That Is Relatively Free of Distractions and Interruptions

3.       Schedule Tasks So They Can Be Accomplished in 30- to 60-Minute Blocks of Time

4.       Take Short Breaks

5.       Be Specific in Identifying How You Plan to Use Your Time

6.       Alternate Subjects When You Have a Long Time Block Available for Study

7.       Estimate the Time Needed for Each Assignment

8.       Prioritize Tasks

9.       Do the Assignments for the Course You Dislike First

10.   Work Ahead of Your Assignments When Possible

11.   Carry Your Calendar With You and Write Down Any Appointments as Soon as You Make Them

HOW DO I DEVELOP A SYSTEM OF TIME PLANNING AND MANAGEMENT? I now use the information presented in this chapter to develop a system for time planning and management. The following are three forms useful in planning your time: a semester calendar, weekly priority tasks list, and a weekly schedule

Chapter 7 : Management of Physical and Social Environment

An important aspect of self-management is the ability to restructure or modify, when necessary, one’s physical and social environments to learn more effectively. Therefore, it is important to understand how environmental and social factors influence learning and how you can become more resourceful in making the necessary changes in your environments. You can take actions to adapt to your environment, as well as change your environment to fit your needs. For example, although you cannot control the room assignment for a course, you often can determine where you sit, as well as your level of concentration during the period. If you sit near students who are carrying on a conversation during a lecture, you can move your seat. If you are in a discussion and there is considerable noise outside, you can ask to shut the window or close the door. In other words, even when you cannot select the optimal learning environment, you can take steps to adapt or modify the physical environment. Even when you do select the environment for learning, modifications to the environment can be made by disconnecting the phone, allowing the answering machine to pickup messages, or placing a “Do Not Disturb” sign on the door.

Self-management of social environment relates to the ability to determine when you need to work alone or with others, or when it is time to seek help from instructors, tutors, peers, and nonsocial sources such as a reference book, additional textbooks, or the Internet (Zimmerman & Risemberg, 1997).

IS THERE A DIFFERENCE BETWEEN ATTENTION AND CONCENTRATION?

Attention is a selective process that controls awareness of events in the environment. During the discussion of the information processing system (chapter 2), I pointed out that the nature of attention determines the stimuli that are processed or neglected. Because of our limitations in attention span and ability to focus on a stimulus, it is necessary to constantly refocus on the stimulus or message. Concentration is the term used to identify the continual refocusing on a perceived stimulus or message. Note that focus is the key word identifying attention and refocus is the key word identifying concentration (Wolff & Marsnik, 1992).

Learning strategies for student college chapter 1-4

“Motivation and Learning Strategies for College     Success “ Second edition . This book written by Myron H. Dembo  ,  consist 361  page , 11 chapters .

Chapter 1 explain about Academic Self-Management

In this chapter , explain about academic self-managament . Do you know what is academic self-managament ? This is several point that explain ini this chapter.

WHAT IS ACADEMIC SELF-MANAGEMENT?

The word management is a key term in understanding successful learners. They self-manage or control the factors influencing their learning. They establish optimum conditions for learning and remove obstacles that interfere with their learning. Educators use a variety of terms to describe these students (e.g., self-regulated, self-directed, strategic, and active). No matter what term is used, the important factor is that these students find a way to learn. It does not matter if the instructor is a poor lecturer, the textbook is confusing, the test is difficult, the room is noisy, or if multiple exams are scheduled for the same week, successful learners find a way to excel.

WHAT IS THE DIFFERENCE BETWEEN HIGH SCHOOL AND COLLEGE? Some student fail to recognize the differences between high

school and college learning during the first wee in college

One of the major differences in the transition from high school to college classrooms is the change from a teacher-directed to a student-directed environment. In high school, many teachers tend to guide students’ learning by telling them what, when, and how to learn. For example, when assignments are given, high school teachers frequently help students manage the tasks necessary to complete the assignment, such as requiring outlines or drafts of papers. In college, students are on their own. They can ask questions and obtain more information about an assignment, but rarely does a college instructor monitor students’ progress. In college, students are expected to manage their own learning. Another difference between high school and college is that high school teachers often spend considerable time attempting to motivate students to learn, whereas college instructors generally expect students to be self-motivated. Although students are told about the demands of college, many freshmen experience culture shock when they enter learning environments that differ from their past experiences.

HOW CAN I MANAGE MY ACADEMIC BEHAVIOR?

The following are major components of academic self-management or self-regulation.

1.    Motivation

A number of important motivational self-management techniques can be used to develop and maintain these important beliefs. The first is goal setting. Educational research indicates that high achievers report using goal setting more frequently and more consistently than low achievers.  A second motivational self-management technique is self-verbalization, or self-talk. This procedure takes many forms. For example, verbal reinforcement or praise can be used following desired behavior. You simply tell yourself things like: “Great! I did it!” or “I’m doing a great job concentrating on my readings!” Reinforce yourself either covertly (to yourself) or aloud. Another motivational self-management technique is arranging or imagining rewards or punishments for success or failure at an academic task. Students who control their motivation by giving themselves rewards and punishments outperform students who do not use this control technique.

2.    Methods of Learning

Another term for methods of learning is learning strategies. Learning strategies are the methods students use to acquire information. Higher achieving students use more learning strategies than do lower achieving students. Underlining, summarizing, and outlining are examples of learning strategies.

3.    Use of Time

Why does time management appear to be so important in determining academic success? One explanation is that use of time impacts self-management. If a student has difficulty dealing with time, he or she ends up doing what is most urgent when deciding which task to do first. If a paper is the next task that needs to be done, one works on the paper; if an exam is the next challenge, one studies for the exam. Little time is spent on any long-term planning to consider the importance of different tasks and how they can best be completed.

4.   Physical and Social Environment

Another important aspect of self-management is the ability of learners to restructure their physical and social environments to meet their needs. Zimmerman and Martinez-Pons (1986) found that high achievers reported greater use of environmental restructuring and were more likely to seek help from others than were low-achieving students. For the most part, environmental restructuring refers to locating places to study that are quiet or not distracting. Although this task may not appear difficult to attain, it poses many problems for students who either select inappropriate environments initially or cannot control the distractions once they occur.

5.    Performance

The final factor that you can manage is your academic performance. Whether writing a paper, completing a test, or reading a book, you can learn how to use self-management processes to influence the quality of your performance. One of the important functions of a goal is to provide an opportunity for you to detect a discrepancy between it and your present performance. This analysis enables you to make corrections in the learning process. When you learn to monitor your work under different learning conditions (e.g., test taking and studying), you are able to determine what changes are needed in your learning and studying behavior. When you learn how to monitor and control your own performance, you become your own coach or mentor. You can practice skills on your own, critique your own performance, and make the necessary changes to meet your goals at a high level of success.

Chapter 2 explain aboutUnderstanding Learning and Memory

1.    There are seven flaws in human memory: transience, absentmindedness, blocking, misattribution, suggestibility, bias, and persistence.

Transience refers to the situation when individuals fail to remember a fact or idea. It is a weakening or loss of memory over time. A second flaw in our memory is called absent-mindedness. It involves the breakdown between attention and memory. It often occurs when we are preoccupied with distracting concerns like placing sunglasses down at a friend’s home and forgetting to take them when you leave. Although this type of memory problem occurs more often in older adults, it is prevalent as well in individuals of all ages. A third flaw is called blocking. It is the unsuccessful search for information that we may be desperately trying to retrieve, such as the name of an attractive woman or man we met at a party the previous night. A fourth flaw is called misattribution. It involves assigning a memory to the wrong source or incorrectly remembering that someone told you something that you actually read about in a newspaper. You are sure that a friend told you something, but find that he or she never mentioned a thing about the topic. We often see this flaw on television programs in cases of mistaken eyewitness identification. A fifth flaw is called suggestibility. It refers to memories that are implanted because of leading questions, comments, or suggestions. Numerous examples of this flaw are special concerns in legal situations where suggestive questioning by law enforcement officials can lead to errors in eyewitness identification. This flaw also has been identified in cases of child abuse where psychotherapists have elicited memories of traumatic events that never occurred. A sixth flaw is called bias. It involves the editing or changing of previous experiences based on what we now feel rather than what happened in the past. The last flaw in our memory is persistence. It refers to remembering what we would prefer to omit from our memory. Have you ever had problems sleeping because you can’t stop thinking about a poor grade on an examination or bad interview you had? I bet you can still remember a certain negative experience in your life and how you recalled the experience repeatedly in the days and weeks after it occurred, even though you would have liked to forget it.The information processing system is a model that is used to identify  how individuals obtain, transform, store, and apply information. It comprises the short-term sensory store, working memory, and the long-term memory.

2.  Learning involves getting information into long-term memory.

Psychologists provide many different theories and explanations of human learning. One way to understand how information may be acquired or lost is to understand the information-processing system .

Short term memory

information enters the short-term sensory store (STSS). Information in the STSS is stored briefly until it can be attended to by the working memory (WM). Everything that can be seen, heard, or smelled is stored in the STSS, but it only lasts for a matter of seconds before it is forgotten. Many of the stimuli humans experience never get into our WM because we do not attend to them. We are constantly barraged with stimuli from our environment. For example, by the time an individual wakes up, gets dressed, and walks or drives to class, he or she observes hundreds, or perhaps thousands of objects that cannot be recalled. If you drove to class today, do you remember the color or make of the car next to which you were parked? Do you remember the student who sat next to you in your first class? What did he or she wear? If you found the person attractive or interesting, you may be able to answer these questions, because you may have been attentive to such details. However, the fact is that we are not attentive to most of what we see or hear in our daily lives. If you have not attended to information, there is little concern about retention or retrieval, because no information will have been acquired. When you attend a lecture and your attention fades in and out, you will fail to recall some of the important information presented by the professor. This is why it may be important for you to improve your attention.

Long-Term Memory Long-term memory stores all the information we possess but are not immediately using. It is generally assumed that storage of information in the LTM is permanent. That is, the information does not fade from LTM, nor is it ever lost except perhaps as a result of senility or some other physical malfunction. Information enters the LTM through the WM. Although information must be repeated or rehearsed to stay in working memory, it must be classified, organized, connected, and stored with information already in LTM if it is to be easily retrieved at a later time. It takes time and effort to move information into long-term storage.

Chapter 3 Explain about Understanding Motivation

        Many of my students frequently state in class or in written assignments: “I have no motivation” or “I need to get motivated.” Unfortunately, I find that many students do not understand the meaning of these statements. Actually, everyone is motivated. Educational researchers have found that many different patterns of beliefs and behaviors can limit academic success. WHAT IS MOTIVATION AND WHAT FACTORS INFLUENCE IT? Student motivation in the college classroom involves three interactive components (adapted from Pintrich, 1994). The first component is the personal and sociocultural factors that include individual characteristics, such as the attitudes and values students bring to college based on prior personal, family, and cultural experiences. The second component is the classroom environment factors that pertain to instructional experiences in different courses. The third component is internal factors or students’ beliefs and perceptions. Internal factors are influenced by both personal and sociocultural factors and classroom environmental experiences. Current research on motivation indicates that internal factors (i.e, students’ beliefs and perceptions) are key factors in understanding behavior. Most of the attention in the chapter is given to the internal factors of motivation. I begin this section with a discussion of what behaviors determine students’ motivation and then discuss how personal and sociocultural, classroom environmental, and internal factors influence motivated behavior.

Motivated behavior

If you want to understand your own motivation, you might begin by evaluating your behavior in the following three areas:

• Choice of behavior

• Level of activity and involvement

• Persistence and management of effort

Personal and Sociocultural Factors

The attitudes, beliefs, and experiences students bring to college based on their personal and sociocultural experiences influence their motivation and behavior, and even their persistence or departure from college. You also are influenced by your family and cultural experiences. Family characteristics such as socioeconomic levels, parental educational levels, and parental expectations can influence motivation and behavior. Here is a list of some other student characteristics that can influence adjustment and involvement in college (adapted from Jalomo, 1995):

•Married students with family obligations

•Single parents

•Students who never liked high school or who were rebellious in

high school

•Students who were not involved in academic activities or stu

dent groups during high school

•Students who are afraid or feel out of place in the mainstream college culture

•Students who have a hard time adjusting to the fast pace of college

•Students who lack the financial resources to take additional courses or participate in campus-based academic and social activities in college

Classroom Environmental

Factors Many classroom environmental factors influence student motivation. These include types of assignments given, instructor behavior, and instructional methods.

Internal Factors

 Students’ goals, beliefs, feelings, and perceptions determine their motivated behavior and, in turn, academic performance. For example, if students value a task and believe they can master it, they are more likely to use different learning strategies, try hard, and persist until completion of the task. If students believe that intelligence changes over time, they are more likely to exhibit effort in difficult courses than students who believe intelligence is fixed.

Chapter 4 explain about Goal Setting

WHY IS GOAL SETTING IMPORTANT?

Goal setting is a planning process and is an important aspect of self-management. This process puts meaning in people’s lives, helps them achieve their dreams and ambitions, and sets up positive expectations for achievements. Students who set goals and develop plans to achieve them take responsibility for their own lives. They do not wait for parents or teachers to instruct them as to what they should be doing with their lives. Unfortunately, many students fail to take responsibility for personal goal setting.

WHAT ARE THE STEPS IN THE GOAL-SETTING PROCESS?

Step 1: Identifying and Defining the Goal

Individuals set goals throughout their lives. As they attain one goal, they often identify another. In fact, one of the major ways individuals seek happiness is through goal attainment. When some students are asked what goal they would like to attain, they often mention being happy. Keep in mind that happiness is not a goal, it is a feeling or state of mind that occurs as the result of goal attainment. As you set each of your goals, you want to make sure they are SMART goals (Smith, 1994): Specific, Measurable, Action-Oriented, Realistic, and Timely.

Step 2: Generating and Evaluating Alternative Plans

Now that you know how to write a goal, let’s move on to the second step in the process—determining how you are going to attain your goal. By asking these questions, the student begins to think about alternative ways to attain the goal and the advantages and disadvantages of each strategy. My point is that one constantly has to weigh the advantages and disadvantages of one strategy over another.

Step 3: Making Implementation Plans

In Step 1, you learned why it is necessary to be specific in writing a goal. It also is important for your plan to be specific so you know exactly what needs to be done to achieve your goal. One way to develop a plan is to identify each of the necessary tasks that must be completed and the date by which the tasks will be accomplished. Setting deadlines for each task is helpful in determining that you continue to make progress toward your goal.

Step 4: Implementing the Plan The first three steps in the goal-setting process are planning steps. Step 4 requires you to put the plan into operation by completing each of the planned activities. Check your progress as you implement each task. Do not hesitate to make changes in your plan if you find that.

Step 5: Evaluating Your Progress In Step 5, you will evaluate your plans and progress. Ask yourself the following questions after you have attained your goal or when you begin to realize that your plan is not working effectively. If you do not attain your goal, you can evaluate what went wrong. Evaluation can help you rethink your strategy and determine another way to reach your goal.

From first chapter until fourth chapter , this book give easy explanation about their content . This book very recommended for college student . This book also give the example in our daily life.