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

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188 UNIT IV

It is often difficult to make up for ineffective learning by studying.

Reviewing incomplete information, confusing theories, or improper

procedures for solving problems generally leads to less than satisfac-

tory results on examinations. At times, intensive studying or cram-

ming can help students get through certain exams that simply require

complex and require greater understanding of material, it is more dif-

ficult to succeed without using effective learning and study strategies.

An important issue to consider is motivation. What is the goal in

taking a course and learning its content? Is it simply to get through

the material, or learn it? If the goal is to master the material, cram-

the material do I understand? Could I adequately explain the content

to others and answer questions about it?”

Another important idea emphasized in this unit is that reading or

taking notes and remembering are two separate activities. Just because

one reads a textbook or takes notes does not mean that he or she will

remember what was read or written down. Additional steps are needed

to ensure remembering the material learned. These steps involve the

use of elaboration and organization strategies to move information into

long-term memory (Cortina et al., 1992).

A final point before beginning the unit: there are common learning

strategies used in both learning from lectures and textbooks that

should be undertaken before, during, and after each learning session.

These strategies make the differences in how information is learned

and remembered. They involve preparing for learning, paying attention

to specific signals provided by a lecturer and author to identify main

ideas, keeping track of main ideas, and identifying organizational pat-

terns within the material (Pauk, 1993). Many of the same learning

strategies used to learn and remember material in textbooks apply to

learning by lectures, and vice versa. Remember that individuals learn

best when they recognize or impose patterns of organization on con-

tent rather than studying isolated bits and pieces of information.

regurgitation of basic material. However, as questions become more

ming is not an efficient study strategy. Ask yourself: “How much of