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

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250 CHAPTER 10

Multiple-Choice

If you are studying in a group and your assignment is to write

a few multiple-choice questions, you would want to include the

incorrect responses. However, if you are attempting to generate

many multiple-choice questions on your own, you may not want

to spend the time writing the incorrect responses.

Essay

1. Compare and contrast the three different types of eating dis-
   orders experienced by adolescents.


2. Discuss the causes for different eating disorders identified in
   adolescence.

She developed a second matrix comparing physical development in

males and females and a third on common sexually transmitted diseases.

Finally, she constructed a sequence representation on different stages of

moral development. She found the sequence helpful in understanding and

recalling this important theory of development. In each case, she

attempted to predict test questions that might appear on the exam.

Because she carefully read, generated questions from headings, and

underlined the answers for the first chapter, she only had to review

the answers to the questions. However, for the second chapter, she

needed to reread the material, generate questions, and underline the

answers in her textbook.

Finally, she reviewed the questions generated from her notes and

attempted to identify material that was not covered in her questions

from her textbook. Because her instructor was interested in cultural

differences in adolescent development, there was considerable mate-

rial in the lecture notes that was not included in the textbook.

Identify the Amount of Time Needed for Each Strategy

In determining the amount of time needed for each strategy, Janis

considered (a) her experience and knowledge using a strategy and (b)

the time she thought she needed to spend on each strategy. For exam-

ple, she believed that writing definitions for the key terms on study

cards could be done in 30 minutes, but developing three representa-

tions could take 1^1 / 2 hours. Because she turned headings into ques-

tions for one chapter, she believed that the chapter could be reviewed

in 20 minutes. However, she did not generate questions when she read

the second chapter. She needed to reread the chapter and write ques-

tions, which she estimated would take at least an hour.