LEADER 05886oam 2200721I 450 001 9910452970603321 005 20200520144314.0 010 $a0-203-81383-9 010 $a1-283-89359-2 010 $a1-136-70288-1 024 7 $a10.4324/9780203813836 035 $a(CKB)2550000000710792 035 $a(EBL)1101330 035 $a(OCoLC)823389689 035 $a(SSID)ssj0000831398 035 $a(PQKBManifestationID)11470844 035 $a(PQKBTitleCode)TC0000831398 035 $a(PQKBWorkID)10890606 035 $a(PQKB)10752411 035 $a(MiAaPQ)EBC1101330 035 $a(Au-PeEL)EBL1101330 035 $a(CaPaEBR)ebr10640446 035 $a(CaONFJC)MIL420609 035 $a(OCoLC)823170122 035 $a(EXLCZ)992550000000710792 100 $a20180706d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMotivation and learning strategies for college success $ea focus on self-regulated learning /$fMyron H. Dembo, Helena Seli 205 $a4th ed. 210 1$aNew York ;$aLondon :$cRoutledge,$d2013. 215 $a1 online resource (369 p.) 300 $aDescription based upon print version of record. 311 $a0-415-89420-4 311 $a0-415-89419-0 320 $aIncludes bibliographical references and indexes. 327 $aCover; 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 327 $aThey 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 327 $aWhat 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 327 $aKey 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? 327 $aWhich 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 327 $aExercise 4.2: Writing Personal Goals 330 $a"This popular text combines theory, research, and applications to teach college students how to become more self-regulated learners. Study skills are treated as a serious academic course of study. Students learn about human motivation and learning as they improve their study skills. The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-regulation studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom."$cProvided by publisher. 606 $aCollege student orientation 606 $aAchievement motivation 606 $aLearning strategies 608 $aElectronic books. 615 0$aCollege student orientation. 615 0$aAchievement motivation. 615 0$aLearning strategies. 676 $a378.1/98 700 $aDembo$b Myron H.$0998586 701 $aSeli$b Helena$0998587 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452970603321 996 $aMotivation and learning strategies for college success$92290732 997 $aUNINA