Academic Transformation
The Road to College Success
2nd Edition
Published on 25. May 2010
Book
Paperback/Softback
368 pages
978-0-13-700756-1 (ISBN)
Description
The latest research on cognitive theory paired with readable and practical lessons on study skills to create a balanced approach to learning strategies.
Academically rigorous yet engaging and practical, Academic Transformation successfully balances cognitive theory and research with realistic and proven skills that readers can deftly apply to their college careers. Utilizing a narrative tone, eye-catching design, and plentiful real-life examples, this text bestows students with life lessons covering the subjects of motivation, procrastination, time management, stress management, and behavior redirection - all while giving readers a solid understanding of why certain strategies lead to goal achievement.
The new second edition has been restructured and revised based on intensive feedback from college and university faculty members across the country that used the first edition text in their classrooms. The new text incorporates some of the latest research in brain-based learning and cognitive psychology and the corresponding learning strategies that are supported by these findings. In addition, the newly revised second edition of Academic Transformation has been updated to be particularly responsive to the distinctive issues and pressures of today's post-modern students.
Note: This is the standalone book, if you want the book/access card order the ISBN below:
0321944240 / 9780321944245 Academic Transformation: The Road to College Success Plus NEW MyStudentSuccessLab 2013 Update -- Access Card Package
Package consists of: 0137007566 / 9780137007561 Academic Transformation: The Road to College Success
0321943252 / 9780321943255 NEW MyStudentSuccessLab 2013 Update -- Valuepack Access Card
Academically rigorous yet engaging and practical, Academic Transformation successfully balances cognitive theory and research with realistic and proven skills that readers can deftly apply to their college careers. Utilizing a narrative tone, eye-catching design, and plentiful real-life examples, this text bestows students with life lessons covering the subjects of motivation, procrastination, time management, stress management, and behavior redirection - all while giving readers a solid understanding of why certain strategies lead to goal achievement.
The new second edition has been restructured and revised based on intensive feedback from college and university faculty members across the country that used the first edition text in their classrooms. The new text incorporates some of the latest research in brain-based learning and cognitive psychology and the corresponding learning strategies that are supported by these findings. In addition, the newly revised second edition of Academic Transformation has been updated to be particularly responsive to the distinctive issues and pressures of today's post-modern students.
Note: This is the standalone book, if you want the book/access card order the ISBN below:
0321944240 / 9780321944245 Academic Transformation: The Road to College Success Plus NEW MyStudentSuccessLab 2013 Update -- Access Card Package
Package consists of: 0137007566 / 9780137007561 Academic Transformation: The Road to College Success
0321943252 / 9780321943255 NEW MyStudentSuccessLab 2013 Update -- Valuepack Access Card
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Edition
2nd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
College/higher education
Dimensions
Height: 232 mm
Width: 187 mm
Weight
517 gr
ISBN-13
978-0-13-700756-1 (9780137007561)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
De Sellers | Carol W. Dochen | Russ B. Hodges
Academic Transformation: The Road to College Success
The Road to College Success
Book
02/2014
3rd Edition
Pearson
€75.99
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Previous edition
Book
12/2004
Pearson
€23.51
Article exhausted; check for reprint
Persons
Dr. De Sellers began one of the earliest cognitive-based learning strategies courses for college students in the United States in 1973 at Texas State University-San Marcos, incorporating both the emerging theory and the research-based practice from subdisciplines in psychology and educational psychology into the course. She continued to teach the course for more than 25 years before retiring. Some of her administrative posts included Dean of the College of General Studies, Director of the Student Learning Assistance Center, and Director of the International Office. She holds both an M.A. and a Ph.D. from the University of Texas at Austin, where she focused her studies on adult learners. De is now the president of Cerridwen, Inc., a consulting company for educational and psychological services.
Dr. Carol W. Dochen
is currently the Director of the Student Learning Assistance Center at Texas State University-San Marcos. She also teaches undergraduate courses in University College and occasionally teaches in the College of Education. Carol earned her Ph.D. in Higher Education Administration, with a minor in Educational Psychology, from the University of Texas at Austin. She is actively involved in state and national developmental education organizations and was a founding member of the annual statewide College Academic Support Programs conference and the Texas Association for Developmental Education (TADE). Carol is a frequent presenter at state and national conferences and received a College Academic Support Programs award for Outstanding Conference Institute. She has published in a variety of journals and books; has obtained numerous grants; and has established model Supplemental Instruction (SI), Online Tutoring, and other learning assistance programs at Texas State.
Dr. Russ Hodges has worked at Texas State University-San Marcos since 1986 and coordinates the university's undergraduate learning frameworks course titled Effective Learning. Russ also teaches master's- and doctoral-level courses in the College of Education. Russ currently serves as chair of the Council of Learning Assistance and Developmental Education Associations (CLADEA) and is a past president of the College Reading and Learning Association (CRLA), serving from 2004 to 2005. Russ has received the Outstanding Article Award from the Journal of Developmental Education in 2001, the Robert Griffin Award for Long and Outstanding Service from CRLA in 2007, the College
Academic Support Programs (CASP) Lifetime Achievement Award in 2008, and was inducted as a CLADEA Fellow for his lifetime contributions to the fields of Learning Assistance and Developmental Education in 2009.
Dr. Carol W. Dochen
is currently the Director of the Student Learning Assistance Center at Texas State University-San Marcos. She also teaches undergraduate courses in University College and occasionally teaches in the College of Education. Carol earned her Ph.D. in Higher Education Administration, with a minor in Educational Psychology, from the University of Texas at Austin. She is actively involved in state and national developmental education organizations and was a founding member of the annual statewide College Academic Support Programs conference and the Texas Association for Developmental Education (TADE). Carol is a frequent presenter at state and national conferences and received a College Academic Support Programs award for Outstanding Conference Institute. She has published in a variety of journals and books; has obtained numerous grants; and has established model Supplemental Instruction (SI), Online Tutoring, and other learning assistance programs at Texas State.
Dr. Russ Hodges has worked at Texas State University-San Marcos since 1986 and coordinates the university's undergraduate learning frameworks course titled Effective Learning. Russ also teaches master's- and doctoral-level courses in the College of Education. Russ currently serves as chair of the Council of Learning Assistance and Developmental Education Associations (CLADEA) and is a past president of the College Reading and Learning Association (CRLA), serving from 2004 to 2005. Russ has received the Outstanding Article Award from the Journal of Developmental Education in 2001, the Robert Griffin Award for Long and Outstanding Service from CRLA in 2007, the College
Academic Support Programs (CASP) Lifetime Achievement Award in 2008, and was inducted as a CLADEA Fellow for his lifetime contributions to the fields of Learning Assistance and Developmental Education in 2009.
Content
Packing the Essentials 1
Toothbrush? Check! Backpack? Check! Commitment? Check!
Introduction 1
Course Syllabus 2
EXERCISE E.1 Syllabi Matrix 3
Time Management 4
EXERCISE E.2 Weekly Planner 5
Comprehensive Notebook 6
EXERCISE E.3 Comprehensive Notebook 7
Virtual Learning Environments 7
Test Preparation Strategies 8
EXERCISE E.4 Using a Test Prep 9
Test-Taking Strategies 12
Analysis of Performance 15
EXERCISE E.5 Analysis of Preparation and Performance 15
Commitment 16
Personal and Institutional Commitments 17
Strategies for Assessing Our Commitments 17
EXERCISE E.6 Are You Committed? 18
Chapter 1 The Road to Autonomous Learning 21
I don't know where I'm going, but I'm making good time.
EXERCISE 1.1 SELF-ASSESSMENT: My Willingness to Become a Successful Student 22
Introduction 23
A Quality World 24
Improving Our Quality World 27
Academic Transformation 29
EXERCISE 1.2 Strengthening the Transformation 31
Becoming an Autonomous Learner 31
Conclusion 34 * Summary 34 * Key Concepts 35 *
Guided Journal Questions 35 * The Last Word 36
Chapter 2 Thinking and Intellectual Performance 37
I think, ergo I learn.
EXERCISE 2.1 SELF-ASSESSMENT: Thinking About Learning 38
The Role of Thinking in Study 39
EXERCISE 2.2 What This Academic Success Course Means to Me 41
Types of Knowledge 42
Declarative Knowledge 43
Propositions 43
Procedural Knowledge 45
Productions 46
Conditional Knowledge 48
EXERCISE 2.3 Using Declarative, Procedural, and Conditional Knowledge 49
Levels of Intellectual Performance 50
Remember 50
Understand 52
Apply 53
Analyze 54
Evaluate 54
Create 54
Using the Taxonomy 55
EXERCISE 2.4 How Do You Learn at Each Level? 55
EXERCISE 2.5 Determining Levels for Test Questions 56
Conclusion 56 * Summary 56 * Key Concepts 58 *
Guided Journal Questions 58 * The Last Word 59
Chapter 3 Learning in Class 61
But I slept through class in high school.
EXERCISE 3.1 SELF-ASSESSMENT: Skills for Success 62
Your Job as a Student 63
Range of Difficulty of Material 63
Content Difficulty 64
Quality of Presentation 64
Intuitive-Formal Continuum 65
Contents v
EXERCISE 3.2 Range of Difficulty of Year Classes 67
How to Learn in Class 68
Listening and Note-Taking 69
Good Note-Taking Strategies 70
Lecture Classes 70
Guided Notes 71
EXERCISE 3.3 Guided Notes 73
Cornell Notes 74
EXERCISE 3.4 Cornell Notes 76
Problem-Solving Classes 77
T-Notes 77
EXERCISE 3.5 T-Notes 80
Discussion Classes 80
Distance Classes 82
EXERCISE 3.6 A New Vocabulary 83
Conclusion 84 * Summary 84 * Key Concepts 85 *
Guided Journal Questions 86 * The Last Word 86
Chapter 4 Learning Outside Class 87
Outside of class?!? The brochure didn't say anything about this.
EXERCISE 4.1 SELF-ASSESSMENT: Skills for Success 88
Essential College Learning Resources 89
Learning from Textual Sources 89
Academic Textual Sources 90
Increasing Prior Knowledge 91
A Study Method to Increase Understanding 93
Improving Concentration, Comprehension, and Vocabulary 95
Sharpening Concentration 96
EXERCISE 4.2 Internal and External Distractions 96
Monitoring Comprehension 98
EXERCISE 4.3 Monitoring Your Comprehension 98
Developing Vocabulary 99
Learning from Solving Problems or Case Studies 99
Learning from Writing 100
Learning from Individual Projects 101
Learning from Peers 102
Learning from Academic Networking 103
Conclusion 104 * Summary 104 * Key Concepts 106 *
Guided Journal Questions 106 * The Last Word 107
Chapter 5 Academic Learning and Neural Development 109
My, what big dendrites you have.
EXERCISE 5.1 SELF-ASSESSMENT: Learning and Memory Skills 110
Brain Learning Theory 111
EXERCISE 5.2 Make a Fist 114
A Descriptive Model of Academic Learning 118
Dual-Store Model of Memory 119
Sensory Register 119
Working Memory 120
Long-Term Memory 121
Applying the Model 122
Increasing Our Academic Learning and Memory 123
Attending 123
Understanding 124
Consolidating (Building Dendrites) and Retrieving 125
Forgetting-Causes and Remedies 127
Conclusion 128 * Summary 128 * Key Concepts 130 *
Guided Journal Questions 130 * The Last Word 131
Chapter 6 Preparing for Performance 133
Lights, cameras, action!
EXERCISE 6.1 SELF-ASSESSMENT: Preparing to Perform Academically 134
Defining Academic Performance 135
Grades 136
EXERCISE 6.2 Grading Yourself and Your Teachers 137
Predicting Academic Performance 137
What Is the Content? 138
What Is the Level of Learning Needed? 138
EXERCISE 6.3 Predicting Exam Questions 140
Three Approaches to Academic Learning 140
Surface Learning 141
Deep Learning 141
Achievement Learning 142
EXERCISE 6.4 Your Approach to Learning 144
Simple Study Techniques 144
Multiple Ways to Use Note Cards 147
Advanced Study Techniques 150
Summarization Techniques 151
Visual or Graphic Organizers 151
Conclusion 162 * Summary 162 * Key Concepts 163 *
Guided Journal Questions 163 * The Last Word 164
Chapter 7 Establishing Direction in Your Life 165
The promised land.
EXERCISE 7.1 SELF-ASSESSMENT: Exploring Goals 166
Fantasies, Dreams, and Goals 167
EXERCISE 7.2 Dreams Do Come True 169
Goals: The Foundation of Self-Regulation 170
Translating Goals into Behaviors 171
EXERCISE 7.3 Turn Your Dreams into Goals 173
Characteristics of Achievable Goals 174
EXERCISE 7.4 Which Goals Are Achievable? 176
Translating Goals into an Action Plan 176
EXERCISE 7.5 Putting Your Goals into Action 178
To Change or Not to Change? 178
Why Do I Need to Change? 178
What Do I Need to Change? 178
How Will I Change the Desired Behavior, Thought, or Emotion? 179
How Will I Monitor What Is Happening? 179
Conclusion 179 * Summary 180 * Key Concepts 180 *
Guided Journal Questions 181 * The Last Word 181
Chapter 8 Self-Regulation, Will, and Motivation 183
I know I can, I know I can.
EXERCISE 8.1 SELF-ASSESSMENT: Self-Regulation, Will, and Motivation 184
Self-Regulation 185
Academic Self-Regulation 186
EXERCISE 8.2 Self-Regulation 186
Will 187
EXERCISE 8.3 Your Will 189
Academic Motivation 189
Psychological Elements that Impact Motivation 191
Values 192
Needs 193
Expectations 195
EXERCISE 8.4 Motivation for a Task 197
Stages of Self-Regulatory Ability 199
Stage 1: Chaos 199
Stage 2: Stability 200
Stage 3: Flexibility 201
Stage 4: Mastery 201
Possible Regression 201
EXERCISE 8.5 Your Self-Regulatory Ability 202
Conclusion 202 * Summary 202 * Key Concepts 204 *
Guided Journal Questions 204 * The Last Word 205
Chapter 9 Strengthening Academic Self-Regulation 207
Pumping iron (will).
Flow 207
EXERCISE 9.1 SELF-ASSESSMENT: How I Handle Time 208
Timeliness 210
Strategies for Strengthening Academic Self-Regulation 211
Ownership 211
Self-Esteem 212
Intent 213
Initiation 214
Mindset 215
Self-Talk 215
EXERCISE 9.2 Procrastination Survey 216
Using Self-Regulation to Improve Time Management 218
Alignment of Subjective Time and Clock Time 219
Driving and Resisting Forces 219
Productive versus Counterproductive Use of Time 220
EXERCISE 9.3 Monitoring Your Time 221
Underlying Assumptions for Effective Time Management 222
Creating the Right Plan 224
Next Action List 225
Study Starts 225
Technology Aids 226
The Killers 227
Conclusion 227 * Summary 228 * Key Concepts 229 *
Guided Journal Questions 229 * The Last Word 230
Chapter 10 Making Behaviors Work for You 233
Walking the academic tightrope.
EXERCISE 10.1 SELF-ASSESSMENT: Balancing My Life 234
Balancing Our Lives 235
EXERCISE 10.2 Balancing Your Life 236
Key Routines 237
Making Key Routines Automatic 239
EXERCISE 10.3 Key Routines 240
Self-Change: A Holistic Approach to Changing Behaviors 240
Step 1: Formulate a Target Behavior 241
Step 2: Collect Baseline Data 241
Step 3: Design a Contract 242
Step 4: Implement Treatment 246
Step 5: Evaluate the Project 246
EXERCISE 10.4 Self-Change Project 247
Conclusion 250 * Summary 250 * Key Concepts 251 *
Guided Journal Questions 251 * The Last Word 251
Chapter 11 Patterns in Human Development 255
All these people are like me?
EXERCISE 11.1 SELF-ASSESSMENT: My Independence 256
The Universal: Stages and Transitions of Life 257
EXERCISE 11.2 Identifying the Stages and Transitions of Life 258
Independence 259
EXERCISE 11.3 Your Self-Perceptions 263
EXERCISE 11.4 How Others See You 264
Perry's Theory of Cognitive and Moral Development 264
Category 1-Dualism 265
Category 2-Multiplicity 265
Category 3-Relativism 267
Retreat 268
Escape 268
Temporizing 268
EXERCISE 11.5 Deflections to Cognitive Growth 269
Category 4-Commitment 269
EXERCISE 11.6 Matching Your Cognitive Level to a
College Course 271
Midlife 272
Autonomy 274
EXERCISE 11.7 The Interview 275
Conclusion 276 * Summary 276 * Key Concepts 277 *
Guided Journal Questions 278 * The Last Word 279
Chapter 12 Exploring the Diversity of Individuality 281
I've just gotta be me.
EXERCISE 12.1 SELF-ASSESSMENT: How I Am Different 282
Individuality 283
Talents 285
EXERCISE 12.2 Animal School 285
Multiple Intelligences 286
EXERCISE 12.3 Your Multiple Intelligences 290
Preferences 292
EXERCISE 12.4 Learning About Preferences 294
EXERCISE 12.5 Self-Assessment: Your Learning Preference 294
Myers-Briggs Type Indicator (R) 297
Acquiring Information 298
Making Decisions 299
Focus of Attention and Energy 301
Lifestyle Orientation 302
EXERCISE 12.6 Matching Your Personality Type to Your Instructor's Type 305
Temperament 305
Guardians 306
Artisans 307
Idealists 307
Rationals 308
Conclusion 309 * Summary 309 * Key Concepts 311 *
Guided Journal Questions 311 * The Last Word 312
Chapter 13 Appropriate Stress Reduction Techniques 313
AAUUUGH *%^$#&!@ (I feel much better now).
EXERCISE 13.1 SELF-ASSESSMENT: Stress 313
Stress and Anxiety 315
EXERCISE 13.2 Physical and Psychological Symptoms 316
Stressors of College Life 317
EXERCISE 13.3 Stressful Life Events 318
Stress Reaction Model 319
Person 321
Type A versus Type B Personality 322
Stress-Hardy Individuals 323
Gender Differences 323
EXERCISE 13.4 Relaxation Response 324
The Event or Trigger 325
Individual Perception 326
The Reaction: Fight, Flight, or Manage 326
Strategies for Managing Stress 327
Refuting Irrational Ideas 328
EXERCISE 13.5 Changing Negative Self-Talk 329
Breaking the Worry Cycle 330
EXERCISE 13.6 Worry No More 331
Conclusion 332 * Summary 332 * Key Concepts 333 *
Guided Journal Questions 333 * The Last Word 334
Appendix
* Overcoming Specific Academic Anxieties 335
Postscript 341
References 343
Index 346
Toothbrush? Check! Backpack? Check! Commitment? Check!
Introduction 1
Course Syllabus 2
EXERCISE E.1 Syllabi Matrix 3
Time Management 4
EXERCISE E.2 Weekly Planner 5
Comprehensive Notebook 6
EXERCISE E.3 Comprehensive Notebook 7
Virtual Learning Environments 7
Test Preparation Strategies 8
EXERCISE E.4 Using a Test Prep 9
Test-Taking Strategies 12
Analysis of Performance 15
EXERCISE E.5 Analysis of Preparation and Performance 15
Commitment 16
Personal and Institutional Commitments 17
Strategies for Assessing Our Commitments 17
EXERCISE E.6 Are You Committed? 18
Chapter 1 The Road to Autonomous Learning 21
I don't know where I'm going, but I'm making good time.
EXERCISE 1.1 SELF-ASSESSMENT: My Willingness to Become a Successful Student 22
Introduction 23
A Quality World 24
Improving Our Quality World 27
Academic Transformation 29
EXERCISE 1.2 Strengthening the Transformation 31
Becoming an Autonomous Learner 31
Conclusion 34 * Summary 34 * Key Concepts 35 *
Guided Journal Questions 35 * The Last Word 36
Chapter 2 Thinking and Intellectual Performance 37
I think, ergo I learn.
EXERCISE 2.1 SELF-ASSESSMENT: Thinking About Learning 38
The Role of Thinking in Study 39
EXERCISE 2.2 What This Academic Success Course Means to Me 41
Types of Knowledge 42
Declarative Knowledge 43
Propositions 43
Procedural Knowledge 45
Productions 46
Conditional Knowledge 48
EXERCISE 2.3 Using Declarative, Procedural, and Conditional Knowledge 49
Levels of Intellectual Performance 50
Remember 50
Understand 52
Apply 53
Analyze 54
Evaluate 54
Create 54
Using the Taxonomy 55
EXERCISE 2.4 How Do You Learn at Each Level? 55
EXERCISE 2.5 Determining Levels for Test Questions 56
Conclusion 56 * Summary 56 * Key Concepts 58 *
Guided Journal Questions 58 * The Last Word 59
Chapter 3 Learning in Class 61
But I slept through class in high school.
EXERCISE 3.1 SELF-ASSESSMENT: Skills for Success 62
Your Job as a Student 63
Range of Difficulty of Material 63
Content Difficulty 64
Quality of Presentation 64
Intuitive-Formal Continuum 65
Contents v
EXERCISE 3.2 Range of Difficulty of Year Classes 67
How to Learn in Class 68
Listening and Note-Taking 69
Good Note-Taking Strategies 70
Lecture Classes 70
Guided Notes 71
EXERCISE 3.3 Guided Notes 73
Cornell Notes 74
EXERCISE 3.4 Cornell Notes 76
Problem-Solving Classes 77
T-Notes 77
EXERCISE 3.5 T-Notes 80
Discussion Classes 80
Distance Classes 82
EXERCISE 3.6 A New Vocabulary 83
Conclusion 84 * Summary 84 * Key Concepts 85 *
Guided Journal Questions 86 * The Last Word 86
Chapter 4 Learning Outside Class 87
Outside of class?!? The brochure didn't say anything about this.
EXERCISE 4.1 SELF-ASSESSMENT: Skills for Success 88
Essential College Learning Resources 89
Learning from Textual Sources 89
Academic Textual Sources 90
Increasing Prior Knowledge 91
A Study Method to Increase Understanding 93
Improving Concentration, Comprehension, and Vocabulary 95
Sharpening Concentration 96
EXERCISE 4.2 Internal and External Distractions 96
Monitoring Comprehension 98
EXERCISE 4.3 Monitoring Your Comprehension 98
Developing Vocabulary 99
Learning from Solving Problems or Case Studies 99
Learning from Writing 100
Learning from Individual Projects 101
Learning from Peers 102
Learning from Academic Networking 103
Conclusion 104 * Summary 104 * Key Concepts 106 *
Guided Journal Questions 106 * The Last Word 107
Chapter 5 Academic Learning and Neural Development 109
My, what big dendrites you have.
EXERCISE 5.1 SELF-ASSESSMENT: Learning and Memory Skills 110
Brain Learning Theory 111
EXERCISE 5.2 Make a Fist 114
A Descriptive Model of Academic Learning 118
Dual-Store Model of Memory 119
Sensory Register 119
Working Memory 120
Long-Term Memory 121
Applying the Model 122
Increasing Our Academic Learning and Memory 123
Attending 123
Understanding 124
Consolidating (Building Dendrites) and Retrieving 125
Forgetting-Causes and Remedies 127
Conclusion 128 * Summary 128 * Key Concepts 130 *
Guided Journal Questions 130 * The Last Word 131
Chapter 6 Preparing for Performance 133
Lights, cameras, action!
EXERCISE 6.1 SELF-ASSESSMENT: Preparing to Perform Academically 134
Defining Academic Performance 135
Grades 136
EXERCISE 6.2 Grading Yourself and Your Teachers 137
Predicting Academic Performance 137
What Is the Content? 138
What Is the Level of Learning Needed? 138
EXERCISE 6.3 Predicting Exam Questions 140
Three Approaches to Academic Learning 140
Surface Learning 141
Deep Learning 141
Achievement Learning 142
EXERCISE 6.4 Your Approach to Learning 144
Simple Study Techniques 144
Multiple Ways to Use Note Cards 147
Advanced Study Techniques 150
Summarization Techniques 151
Visual or Graphic Organizers 151
Conclusion 162 * Summary 162 * Key Concepts 163 *
Guided Journal Questions 163 * The Last Word 164
Chapter 7 Establishing Direction in Your Life 165
The promised land.
EXERCISE 7.1 SELF-ASSESSMENT: Exploring Goals 166
Fantasies, Dreams, and Goals 167
EXERCISE 7.2 Dreams Do Come True 169
Goals: The Foundation of Self-Regulation 170
Translating Goals into Behaviors 171
EXERCISE 7.3 Turn Your Dreams into Goals 173
Characteristics of Achievable Goals 174
EXERCISE 7.4 Which Goals Are Achievable? 176
Translating Goals into an Action Plan 176
EXERCISE 7.5 Putting Your Goals into Action 178
To Change or Not to Change? 178
Why Do I Need to Change? 178
What Do I Need to Change? 178
How Will I Change the Desired Behavior, Thought, or Emotion? 179
How Will I Monitor What Is Happening? 179
Conclusion 179 * Summary 180 * Key Concepts 180 *
Guided Journal Questions 181 * The Last Word 181
Chapter 8 Self-Regulation, Will, and Motivation 183
I know I can, I know I can.
EXERCISE 8.1 SELF-ASSESSMENT: Self-Regulation, Will, and Motivation 184
Self-Regulation 185
Academic Self-Regulation 186
EXERCISE 8.2 Self-Regulation 186
Will 187
EXERCISE 8.3 Your Will 189
Academic Motivation 189
Psychological Elements that Impact Motivation 191
Values 192
Needs 193
Expectations 195
EXERCISE 8.4 Motivation for a Task 197
Stages of Self-Regulatory Ability 199
Stage 1: Chaos 199
Stage 2: Stability 200
Stage 3: Flexibility 201
Stage 4: Mastery 201
Possible Regression 201
EXERCISE 8.5 Your Self-Regulatory Ability 202
Conclusion 202 * Summary 202 * Key Concepts 204 *
Guided Journal Questions 204 * The Last Word 205
Chapter 9 Strengthening Academic Self-Regulation 207
Pumping iron (will).
Flow 207
EXERCISE 9.1 SELF-ASSESSMENT: How I Handle Time 208
Timeliness 210
Strategies for Strengthening Academic Self-Regulation 211
Ownership 211
Self-Esteem 212
Intent 213
Initiation 214
Mindset 215
Self-Talk 215
EXERCISE 9.2 Procrastination Survey 216
Using Self-Regulation to Improve Time Management 218
Alignment of Subjective Time and Clock Time 219
Driving and Resisting Forces 219
Productive versus Counterproductive Use of Time 220
EXERCISE 9.3 Monitoring Your Time 221
Underlying Assumptions for Effective Time Management 222
Creating the Right Plan 224
Next Action List 225
Study Starts 225
Technology Aids 226
The Killers 227
Conclusion 227 * Summary 228 * Key Concepts 229 *
Guided Journal Questions 229 * The Last Word 230
Chapter 10 Making Behaviors Work for You 233
Walking the academic tightrope.
EXERCISE 10.1 SELF-ASSESSMENT: Balancing My Life 234
Balancing Our Lives 235
EXERCISE 10.2 Balancing Your Life 236
Key Routines 237
Making Key Routines Automatic 239
EXERCISE 10.3 Key Routines 240
Self-Change: A Holistic Approach to Changing Behaviors 240
Step 1: Formulate a Target Behavior 241
Step 2: Collect Baseline Data 241
Step 3: Design a Contract 242
Step 4: Implement Treatment 246
Step 5: Evaluate the Project 246
EXERCISE 10.4 Self-Change Project 247
Conclusion 250 * Summary 250 * Key Concepts 251 *
Guided Journal Questions 251 * The Last Word 251
Chapter 11 Patterns in Human Development 255
All these people are like me?
EXERCISE 11.1 SELF-ASSESSMENT: My Independence 256
The Universal: Stages and Transitions of Life 257
EXERCISE 11.2 Identifying the Stages and Transitions of Life 258
Independence 259
EXERCISE 11.3 Your Self-Perceptions 263
EXERCISE 11.4 How Others See You 264
Perry's Theory of Cognitive and Moral Development 264
Category 1-Dualism 265
Category 2-Multiplicity 265
Category 3-Relativism 267
Retreat 268
Escape 268
Temporizing 268
EXERCISE 11.5 Deflections to Cognitive Growth 269
Category 4-Commitment 269
EXERCISE 11.6 Matching Your Cognitive Level to a
College Course 271
Midlife 272
Autonomy 274
EXERCISE 11.7 The Interview 275
Conclusion 276 * Summary 276 * Key Concepts 277 *
Guided Journal Questions 278 * The Last Word 279
Chapter 12 Exploring the Diversity of Individuality 281
I've just gotta be me.
EXERCISE 12.1 SELF-ASSESSMENT: How I Am Different 282
Individuality 283
Talents 285
EXERCISE 12.2 Animal School 285
Multiple Intelligences 286
EXERCISE 12.3 Your Multiple Intelligences 290
Preferences 292
EXERCISE 12.4 Learning About Preferences 294
EXERCISE 12.5 Self-Assessment: Your Learning Preference 294
Myers-Briggs Type Indicator (R) 297
Acquiring Information 298
Making Decisions 299
Focus of Attention and Energy 301
Lifestyle Orientation 302
EXERCISE 12.6 Matching Your Personality Type to Your Instructor's Type 305
Temperament 305
Guardians 306
Artisans 307
Idealists 307
Rationals 308
Conclusion 309 * Summary 309 * Key Concepts 311 *
Guided Journal Questions 311 * The Last Word 312
Chapter 13 Appropriate Stress Reduction Techniques 313
AAUUUGH *%^$#&!@ (I feel much better now).
EXERCISE 13.1 SELF-ASSESSMENT: Stress 313
Stress and Anxiety 315
EXERCISE 13.2 Physical and Psychological Symptoms 316
Stressors of College Life 317
EXERCISE 13.3 Stressful Life Events 318
Stress Reaction Model 319
Person 321
Type A versus Type B Personality 322
Stress-Hardy Individuals 323
Gender Differences 323
EXERCISE 13.4 Relaxation Response 324
The Event or Trigger 325
Individual Perception 326
The Reaction: Fight, Flight, or Manage 326
Strategies for Managing Stress 327
Refuting Irrational Ideas 328
EXERCISE 13.5 Changing Negative Self-Talk 329
Breaking the Worry Cycle 330
EXERCISE 13.6 Worry No More 331
Conclusion 332 * Summary 332 * Key Concepts 333 *
Guided Journal Questions 333 * The Last Word 334
Appendix
* Overcoming Specific Academic Anxieties 335
Postscript 341
References 343
Index 346