GI $
10
Preparing for Exams
Although I titled this chapter
“Preparing for Exams,” an alterna-
tive title could be “Studying.” All
of the self-management processes
discussed thus far are factors that
can be used to plan and implement
more effective study sessions (Zim-
merman, 1998a). For example, to
self-manage academic studying, stu-
dents must determine whether they
will study and deal with the poten-
tial distractions and anxiety interfer-
ing with studying (motivation), plan
how much time to spend studying
(time management), determine how
to study (methods of learning),
select or create effective environ-
ments for study (physical environ-
ment), and ask instructors and other
students to assist in learning (social
environment).
Early in a term, most instructors
remind students of a scheduled
exam. It is not uncommon for many
students to think: “Already... the
class just started!” If you were to
listen in on a conversation about
exam preparation, you might hear
the following: One student men-
tions she will set aside next Sunday
to study, the day before the exam;
a second student mentions that he
began studying last week; a third
student asks about organizing a
study group. When the students
begin talking about what material237