Table Of ContentMotivation
and Learning
Strategies for
College Success
A Self-Management Approach
Second Edition
MYRON H. DEMBO
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MOTIVATION AND LEARNING STRATEGIES
FOR COLLEGE SUCCESS
A Self-Management Approach
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MOTIVATION AND LEARNING STRATEGIES
FOR COLLEGE SUCCESS
A Self-Management Approach
Myron H. Dembo
University of Southern California
LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS
2004 Mahwah, New Jersey London
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Library of Congress Cataloging-in-Publication Data
Dembo, Myron H.
Motivation and learning strategies for college success: a
self-management approach / Myron H. Dembo.
p. com.
Includes bibliographical references.
ISBN 0-8058-4648-4 (pbk. : alk. paper)
1. College student orientation. 2. Achievement motivation.
3. Learning strategies. I. Title.
LB2343.3.D46 2004
378.1’98—dc22 2004000639
Books published by Lawrence Erlbaum Associates are printed
on acid-free paper, and their bindings are chosen for strength
and durability.
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
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To Nancy, Debbie, and Lisa
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Brief Contents
UNIT I: FOUNDATIONS OF LEARNING AND MOTIVATION
Chapter 1 Academic Self-Management 3
Chapter 2 Understanding Learning and Memory 29
Chapter 3 Understanding Motivation 51
UNIT II: MOTIVATIONAL STRATEGIES
Chapter 4 Goal Setting 93
Chapter 5 Management of Emotion and Effort 111
UNIT III: BEHAVIORAL STRATEGIES
Chapter 6 Time Management 139
Chapter 7 Management of Physical and Social Environment 165
UNIT IV: LEARNING AND STUDY STRATEGIES
Chapter 8 Learning From Textbooks 189
Chapter 9 Learning From Lectures 217
Chapter 10 Preparing for Exams 237
Chapter 11 Taking Exams 255
Glossary 279
APPENDICES
Appendix A A Guide for Completing a Self-Management Study 285
Appendix B Examples of Self-Management Studies 301
vii
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Figure and Table Credits
Figure 1.1. Zimmerman, B. J., Bonner, S., & Kovich, R. (1996). Developing self-
regulated learners: Beyond achievement to self-efficacy. Washington, DC: American
Psychological Association. Copyright © 1996 by the American Psychological Asso-
ciation. Adapted with permission.
Figure 2.2. From Bower, G. H., Clark, M. C., Lesgold, A., & Winzenz, D. (1969).
Hierarchical retrieval schemas in recall of categorized word lists. Journal of Memory
and Language (Journal of Verbal Learning and Verbal Behavior), 8, 323–343.
Reprinted with permission from Elsevier.
Table 3.1. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Stu-
dents’ learning strategies and motivation processes. Journal of Educational Psychol-
ogy, 80, 260–267. Copyright © 1988 by the American Psychological Association.
Adapted with permission.
Figure 4.1. From The 10 natural laws of successful time and life management by
Hyrum Smith. Copyright © 1994 by Hyrum Smith. By permission of Warner Books
Inc., New York.
Table 8.1. From Kiewra, K. A., & Dubois, N. F. (1998). Learning to learn. Boston:
Allyn & Bacon. Adapted with permission.
Table 10.1. From College study skills: Becoming a strategic learner (1st ed.), by
D. Van Blerkom. Copyright © 1994. Reprinted with permission of Wadsworth, a di-
vision of Thomson Learning: www.thomsonrights.com, Fax 800 730–2215.
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Contents
Preface xv
UNIT I: FOUNDATIONS OF LEARNING AND MOTIVATION
Chapter 1 Academic Self-Management 3
What Is Academic Self-Management? 4
What Is the Difference Between High School and College? 7
Why Are Some Students Less Successful Learners? 8
They Hold Faulty Beliefs About Their Ability, Learning, and
Motivation 8
They Are Unaware of Their Ineffective Learning Behavior 9
They Fail to Sustain Effective Learning and Motivational Strategies 9
They Are Not Ready to Change Their Learning and Study Behavior 9
How Can I Change My Academic Behavior? 10
Motivation 10
Methods of Learning 13
Use of Time 14
Physical and Social Environment 15
Performance 16
The Six Components of Academic Self-Management 17
Exercise 1.1: Self-Observation: Assessing Your Self-Management
Skills 19
How Can I Change My Behavior? 20
How Does Self-Management Occur in an Academic Context? 24
Key Points 25
Follow-up Activities 26
Chapter 2 Understanding Learning and Memory 29
What Are the Flaws in Human Memory? 30
How Does the Information-Processing System Explain Learning? 31
Short-Term Sensory Store 32
Working Memory 33
Exercise 2.1: Demonstrating the Capacity of Working Memory 34
Long-Term Memory 36
What Is the Difference Between Rote and Meaningful Learning? 38
Exercise 2.2: Understanding the Importance of Prior Knowledge 38
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