| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910452970603321 |
|
|
Autore |
Dembo Myron H. |
|
|
Titolo |
Motivation and learning strategies for college success : a focus on self-regulated learning / / Myron H. Dembo, Helena Seli |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
New York ; ; London : , : Routledge, , 2013 |
|
|
|
|
|
|
|
ISBN |
|
0-203-81383-9 |
1-283-89359-2 |
1-136-70288-1 |
|
|
|
|
|
|
|
|
Edizione |
[4th ed.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (369 p.) |
|
|
|
|
|
|
Altri autori (Persone) |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
College student orientation |
Achievement motivation |
Learning strategies |
Electronic books. |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and indexes. |
|
|
|
|
|
|
Nota di contenuto |
|
Cover; Motivation and learning Strategies for College Success a Focus on Self-regulated learning; Copyright; Dedication; Brief Contents; Contents; Preface; Acknowledgments; Figure and Table Credits; Unit I: Foundations of Learning and Motivation; Chapter 1. Academic Self-regulation; What Is Academic Self-regulation?; What Is the Difference Between High School and College?; Why Are Some Students Less Successful Learners?; They Hold Faulty Beliefs About Their Ability, Learning, and Motivation; They Are Unaware of Their Ineffective Learning Behavior |
They Fail to Sustain Effective Learning and Motivational StrategiesThey Are Not Ready to Change Their Learning and Study Behavior; How Can I Manage My Academic Behavior?; Motivation; Methods of Learning; Use of Time; Physical and Social Environment; Monitoring Performance; The Six Components of Academic Self-regulation; Exercise 1.1: Self-observation: Assessing Your Self-regulatory Skills; How Can I Change My Behavior?; How Does Self-regulation Occur in an Academic Context?; Key Points; Follow-up Activities; Chapter 2. Understanding Motivation; Motivational Problems |
|
|
|
|
|
|
|
|
|
|
|
What Is Motivation and What Factors Influence It?Motivated Behaviors; Sociocultural Factors; Classroom Environmental Factors; Exercise 2.1: Self-observation: Analyzing My Personal and Sociocultural Background; Exercise 2.2: Self-observation: Analyzing Classroom Experiences; Internal Factors; Exercise 2.3: Possible Selves: My Hopes, Expectations, and Fears About the Future; Exercise 2.4: Identifying Mastery and Performance Goal Orientations; Am I Motivated to Change My Academic Behavior?; I Can't Change; I Don't Want to Change; I Don't Know What to Change; I Don't Know How to Change |
Key PointsFollow-up Activities; Chapter 3. Understanding Learning and Memory; Where Does Learning Take Place in the Brain?; Is Intelligence Fixed or Malleable?; Why Is a Growth Mindset More Beneficial Than a Fixed Mindset?; Exercise 3.1: Self-observation: Analyzing My Mindset; How Does the Information-processing System Explain Learning?; Short-term Sensory Store; Working Memory; Exercise 3.2: Demonstrating the Capacity of Working Memory; Long-term Memory; What Are the Flaws in Human Memory?; What Is the Difference Between Rote and Meaningful Learning? |
Which Learning Strategies Promote Learning and Retention?Rehearsal Strategies; Elaboration Strategies; Organizational Strategies; Exercise 3.3: Demonstrating the Importance of Categorizing Knowledge; Exercise 3.4: Identifying Learning Strategies; Key Points; Follow-up Activities; Unit II: Motivational Strategies; Chapter 4. Goal Setting; Exercise 4.1: Self-observation: Identifying Your Values; Why Is Goal Setting Important?; What Properties of Goals Enhance Motivation?; What Are the Steps in the Goal-setting Process?; Step 1: Identifying and Defining the Goal |
Exercise 4.2: Writing Personal Goals |
|
|
|
|
|
|
Sommario/riassunto |
|
"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." |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2. |
Record Nr. |
UNINA9910797419503321 |
|
|
Autore |
Folsom Pat |
|
|
Titolo |
The new advisor guidebook : mastering the art of academic advising / / Pat Folsom, Franklin Yoder, and Jennifer E. Joslin |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
San Francisco, California : , : Jossey-Bass, , 2015 |
|
©2015 |
|
|
|
|
|
|
|
|
|
ISBN |
|
1-118-82360-5 |
1-118-82358-3 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (394 pages) |
|
|
|
|
|
|
Collana |
|
Nacada: The Global Community for Academic Advising |
Jossey-Bass Higher and Adult Education Series |
|
|
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Counseling in higher education |
Faculty advisors |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references at the end of each chapters and index. |
|
|
|
|
|
|
|
|
Nota di contenuto |
|
The New Advisor Guidebook; Contents; Preface; Changing Emphases in Higher Education; Current State of Advisor Training and Development; The Academic Advisor Core Resource Library; The New Advisor Guidebook: Audience, Focus, and Aims; Organization; Definitions; Final Thoughts; References; Acknowledgments; Review Panel for The New Advisor Guidebook, First Edition; Content Review Panel for The New Advisor Guidebook, Second Edition; Authors; Executive Office; Reference; The Editors; The Authors; PART ONE Mastering the Art of Advising; 1 Mastering the Art of Advising; Mastering the Art of Advising |
The Art of Advising Deconstructing the Magic: Essential Components and Competencies; Gaining Mastery; The New Advisor Development Chart: A Developmental Framework; The Developmental Journey; Chart Example: The General Education Program; The Learning Taxonomy: A Developmental Road Map; Self-development; Experience and the Learning Taxonomy; The New Advisor Development Chart and Learning Taxonomy; Mastery Matters; References; NEW ADVISOR DEVELOPMENT CHART: BUILDING THE FOUNDATION; References; PART TWO Foundations: The Conceptual Component; 2 Academic Advising within the Academy |
|
|
|
|
|
|
|
|
|
|
|
A Short History of Academic Advising Defining Academic Advising; The Pillars of Academic Advising; Mission and Vision Statements; Roles and Responsibilities of Advisors; Academic Advising Reporting Channels; Organizational Structures for Academic Advising; The Role of Academic Advising in Student Success; Promoting the Professional Status of Academic Advising; References; Aiming for Excellence; Applications and Insights; 3 Ethical Issues in Advising; Defining Ethics; NACADA Core Values and CAS Standards; Ethical Guidelines for Resolving Dilemmas; Ethical Decision-Making Steps; The Case |
Considerations Resolution; Using Ethical Practice in Appointments; Summary; References; Aiming for Excellence; 4 Theory Matters; Foundational Developmental Theorists and Theories; Burns Crookston and Terry OBanion; William Perry; Alexander Astin and Vincent Tinto; Arthur Chickering and Linda Reisser; Nancy Schlossberg; Marcia Baxter Magolda; Student Identity; Social Constructivist Theory of Appreciative Inquiry; Advice for Advisors; Aiming for Excellence; References; Voices From the Field; LaPortes Model of Core Desired Feelings; Theory to Practice Activities; Focus Shifting |
Values Clarification Questions That Lead to Clarity; Summary; Aiming for Excellence; References; Voices From the Field; The Personal Philosophy Statement; Definition; Purpose; Content; Creating a Personal Philosophy of Academic Advising; References; Glossary of Conceptual Terms; References; PART THREE Foundations: The Informational Component; Reference; 5 The New Professional Advisor; Internal and External Information; Managing Advising Information; Assessing Challenges to Learning Advising Knowledge; Acquiring Advising Information; Organizing Information for an Effective Appointment |
Planning for Practical, Intentional Self-development |
|
|
|
|
|
|
Sommario/riassunto |
|
This is an exciting time to be an academic advisor-a time in which global recognition of the importance of advising is growing, research affirms the critical role advising plays in student success, and institutions of higher education increasingly view advising as integral to their missions and essential for improving the quality of students' educational experiences. It is essential that advisors provide knowledgeable, realistic counsel to the students in their charge. The New Advisor Guidebook helps advisors meet this challenge. The first and final chapters of the book identify the knowledg |
|
|
|
|
|
|
|
| |