Motivation and Learning Strategies for College Success : A Self-management Approach

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Preface

Many textbooks are available on how to become a more successful learner. As an

instructor of a “learning to learn” course, I have been concerned that many stu-

dents who take such a course to improve their learning and study skills fail to

change their behavior during or after the course. I strongly believe that simply

telling students how to learn and providing some practice does not necessarily

change attitudes, beliefs, or behavior. Changing ineffective learning and study

habits is a difficult process, as is losing weight or stopping smoking.

This textbook is the result of an instructional program I developed and evalu-

ated with a wide range of college students identified “at risk” to those entering

college with a B or higher grade-point average. I have used the approach presented

in this text with students in high schools, community colleges, and 4-year colleges.

The primary purpose of the textbook is to help students change aspects of their

motivation and learning strategies. I place the responsibility for determining what

behaviors or beliefs need to be changed on them, not the instructor. The process

of change begins by observing and reflecting on one’s own behavior and then deter-

mining what needs to be changed and learning how to change. The features of

this textbook are designed to identify the components of academic learning that

contribute to high achievement, help students learn and practice effective learning

and study strategies, and then complete self-management studies whereby they are

taught a process for improving their academic behavior.

FEATURES OF THE TEXT

I attempt to accomplish my goals by incorporating the following features in the

text.

First, I identify six components that students need to control to become suc-

cessful learners—motivation, methods of learning, time management, physical and

social environment, and performance. These components serve as the basis for

organizing and integrating the content throughout the text. Further, this focus

allows for the integration of both motivation and learning strategies. As students

learn new learning strategies, they must develop the motivation to use them.

Second, the text begins with an overview of important research and theory to

help students understand the reasons why they are asked to use different study

and learning strategies in the text. Most study skill textbooks are atheoretical;

that is, little, if any, research or theory is presented to students. I believe that

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