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

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A GUIDE FOR COMPLETING A SELF-MANAGEMENT STUDY 289

TABLE A.3

DOCUMENTS

Self-Management

Components Documents

Motivation Written goals

Diaries or journals (e.g., to evaluate:

self-efficacy,

attributions, and self-talk)

Methods of Class notes

Learning Notes from readings

Study plans

Study aids (i.e., flashcards, outlines, and

representations)

Practice tests

Use of Time Attendance sheets

Course syllabi

Semester calendars

Weekly priority tasks lists

Weekly schedules

Physical and Notes from meetings with instructors, teaching

Social assistants, tutors, and classmates

Environment Nonsocial resources (i.e., articles, books,

study guides)

Performance Scores on assignments, quizzes, exams, papers, and

presentations

All Components The self-observation checklists in this book

Results from any learning and study skills assessments

(preferably 1 to 2 weeks) to study your problem. During this time,

you can collect documents listed in Table A.3. In addition, you can

use instruments such as charts, journals, tally sheets, and checklists to

collect data on the symptoms of your problem and the internal fac-

tors and behaviors that contribute to it. Each of these instruments is

described in the following section.

Charts

Charts are tools you can use to diagnose the internal beliefs, per-

ceptions, physiological responses, feelings, or behaviors that con-

tribute to your academic problem. Charts include topics that are

placed across the top row and details that are placed underneath each

topic. For example, if your problem is that you never or only some-

times remember the information you study, you may wish to use a

chart like the following one to record the strategies you use as you

study.