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Study Skills for College Success
Presented By:
UTPA Counseling and Psychological Services
University Center, Suite 109
956-381-2574
[email protected]
General Study Tips
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Make a commitment
Discipline yourself
Get a mentor
Study with a friend
Ask questions
Do your homework
Sit in front of the
classroom
Characteristics of Learning Styles
• Visual
(Seeing)
• Kinesthetic
(Touching)
• Auditory
(Hearing)
Auditory Learning Style
You learn best when:
• Information is presented
in an oral language format.
• Listening to lecture and
participating in group
discussions.
• Information is presented from
an audio tape.
• When interacting with others in
a listening/speaking exchange.
Visual Learning Style
You learn best when:
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Information is presented
visually and in a written
language format.
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Instructors use the blackboard,
(overheard projector, power point)
to list the essential points of a
lecture.
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Information is provided in an
outline to follow along during
lecture.
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Information is obtained from
textbooks and class notes.
Kinesthetic Learning Style
You learn best when:
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You engage physically (hands on)
in an activity
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You are in a lab setting
where you can manipulate
materials.
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When you can be physically active
in the learning environment.
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When instructors encourage inclass demonstrations or field work
outside the classroom.
Be an Active Listener
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Move closer to the front
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Focus your attention
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Evaluate what you hear
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Take thorough notes
Improve Your Reading Skills
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Seize the main idea
Think about what the
author is saying
Be active, not passive
Concentrate on what is
being read.
Remember as much
as possible.
Apply what is being
read to personal
experiences.
When To Study
• Study difficult
(less interesting)
subjects first
• Be aware of the best
time of the day
• Use waiting time
Where To Study
• Use a regular study area
• Study where you’ll be
alert
• Use a library or study
halls
• Any place where there is
minimal distraction
Textbook Note-taking
SQ3R Reading Method
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Survey the chapter
- Introductory and summary paragraphs
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- Illustrations and tables
- Heading and subheading
Question “What is this chapter about?”
“What are the main points?”
- Relationship to previous material
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Read
- Make up questions and look for the
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answers
- Underline key words and phrases
- Summarize key points in your own words
Recite (Check whether you know it or not)
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Review
- Refreshes memory
- Ties material together
- Review at periodic intervals
- Make a final review before exams
Note-Taking In Class
• Do not write down every word
• Write down main ideas, content,
information
• Write down notes in an outline
form
• Develop your own way of
abbreviating
• Listen for important material
teacher elaborates on, then
summarize it
Procrastination - “Putting off until tomorrow what I
can do today.”
Ways to Combat Procrastination
• Acknowledge the problem
• Ask why you’re
procrastinating - are you
afraid of failure, for
instance?
• Do something. Take action
• Reward yourself for positive
change
• Break up the task into small
challenges
TEST ANXIETY
Before the test,
practice good study skills
• Negative Self-Talk interferes with studying
• Good Note-Taking Skills are key (lecture and text)
• Find adequate study time and a quiet place
• Preparation is key – Don’t cram
• Check out helpful websites with study skills
• www.howtostudy.org
• Review all the information
• Ask yourself questions; Use flash cards
Getting Ready for the Test
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Face the day of the exam with pride
Eat a sensible breakfast
Relax during the hour before the exam
Arrive early for the exam
Avoid “Stress-Carriers”
Bring a “Stress Saver” with you
Use physical relaxation techniques
Facing the Test
• Check your internal state – scan your body
• Coach yourself with positive self-talk
• Review your test
After the Test
• Reward yourself! You deserve it.
• Evaluate your study plan – were you prepared?
• Were you able to control your anxiety and
relax?
Exam Time
Objective Tests:
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Read all instructions carefully
Scan the text quickly to see how much time you need.
Answer the easy questions first
Pay close attention to all qualifiers (“usually,” ”none,”
“always,” etc.
• Write neatly
• Read all of the answers carefully before you choose one
Exam Time
Essay Tests:
• Read through the test. Decide how much
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time you have.
Note key words, such as “contrast,” “analyze”
and “evaluate,” “illustrate,” “enumerate”
Outline the major points you intend to cover.
Use facts and specific examples to support your
answers.
Proofread your essays.
If you can teach the material,
then you know material. If
you cannot, then you don’t
Comprehension Exercises
• Create or memorize an outline (e.g.: on a
chapter)
• Utilize W questions
• Generate self-questions
• Summarize in your own words
• Utilize in a scenario
• Role playing
Example of Text to Comprehend
• Because strategies for the management of
overdose are continually evolving, it is
advisable to contact a poison control center
to determine the latest recommendations for
the management of an overdose of any drug
(Thomson PDR, 2006, pp. 1201).
Example of Outlining
• Outlining is a navigation tool. With it, it is
difficult to get lost. It provides context to
what you are reading.
• I. PDR
– A. Namenda
• Overdosage
Example of Questions One Can
Ask for Comprehension
• One to two-word answers to assist in
simplifying the meaning of the sentence or
paragraph.
– 1. For what purpose is this statement? Is it to
present a fact, to instruct, provide an example,
etc.?
– 2. What is the main topic or issue? (think “what
is it trying to address?)
– 3. What is it advising you to do?
• Using W questions. The answer may not be
clearly spelled out in the sentence.
– Why is it advisable to contact a poison control
center?
– When is advisable to contact a poison control
center?
– What can be done when you contact a poison
control center?
– Who is this statement for? About?
– Where is this taking place (or what context)?
– How will this help me or others?
Self-Questions
• Creating your own questions will help
stimulate your ability to conceptualize what
you are reading. The answer does not need
to be in the text, and there does not
necessarily need to be an answer.
• Examples: What is the PCC for? Are they
really up to date? Do strategies change so
much? How do you manage an overdose?
Summarizing or Rephrasing
• Summarizing or rephrasing in your own
words forces you to connect the dots.
• It may be helpful to personalize it
Rephrasing Example
• If I encounter someone who overdosed on
medication, I’d better contact the poison
control center because methods of helping
with this change all the time. If I solely rely
on what I had learned, it may not help as
much because I may not be as up to date on
methods as the PCC.
Utilize in a Scenario
• Use your imagination. Try to make it
realistic or practical in your mind. Can
personalize it to make it have stronger
meaning for you.
Scenario Examples
• Patient overdoses at the hospital
• Friend calls me up saying he overdosed on
his prescription medication
• I’ve accidentally overdosed on my vitamin
A supplements.
Roleplay
• Teach to self in the mirror
• Teach a friend. Now turn it around.
• Teach your pet cat.
Other Reading Example
• It should be noted that efforts to cope with
the impact of patient suicide or suicidal
behavior can be complicated by the nature
of our relationship with the patient.
SELF-DISCIPLINE AND
STUDYING
Definition
• Self-discipline refers to the training that one
gives one's self to accomplish a certain task
or to adopt a particular pattern of behavior,
even though one would really rather be
doing something else
Preparation
• 1. Clarify priorities
• 2. Develop a time management plan to
follow
• 3. Develop a repertoire of study skills and
strategies to use
• 4. Then, apply self-discipline techniques to
help your study objectives
Defining the Objective
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Make it simple
Make it doable
Make it specific
Make it measureable
Make it moderately difficult
Make it consistent with your longer term
goals
Objective Examples
• Poor: “I will study this afternoon.”
• Better: “I will study from 4 to 5 this
afternoon.”
• Best: “I will study from 4 to 5, complete
reading for Chapter 5, and summarize.”
Objective Examples
1. I will complete Chapter 5 and summarize.
2. I will talk to my instructor to get this
question answered.
3. I will visit the Writing Center and talk with
a tutor.
4. I will create my initial study plan and
paper.
Behavioral Principles for
Motivating
• Positive Reinforcer: Anything that occurs
after a behavior that leads to the behavior
more likely to occur later. For selfdiscipline, this will often be applied in the
form of a reward.
Positive Reinforcement (Reward)
Example
• If I finish reading this book chapter, I will
treat myself out to a movie I have been
thinking about seeing.
Other Reward Examples
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Go out with friend
Treat self to ice cream
Leisure reading time
Gaming time
Internet time
Warm bath
Monetary allowance
Rewards Caveat
• Make sure you reward is not selfdestructive in nature
• Examples:
– Going out to drink when you have an alcohol
abuse problem
– Using food as a reward when you have an
eating disorder or weight concerns
– Allowing yourself to spend a gazillion dollars
when you have difficulties balancing a check
book
Ideal Rewards
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NOT something you normally give yourself
NOT important self-care
Specific
Occurs soon after your objective is achieved
(e.g.: within an hour, or that evening)
• Does not interfere with your goals (i.e.: will
not distract from your ability to study later)
Dispensing Rewards
• Keep it consistent. Always link the reward
to completion of the objective.
• May be helpful to write out a “contract” to
yourself and sign
• Keep track of objective successes. Can
create a “mega-reward” after so many
successes, or replace daily rewards with
weekly ones when you get good at it.
Punishment
• Punishment: Any event that occurs
following a behavior that results in the
behavior less likely to occur again. It is
usually thought of as being aversive.
Punishment Example
• You spoke on the phone instead of reviewed
your book chapter during study time. So
you start criticizing yourself and hit the
wall.
Problems with Punishment
1. More likely to involve self-destructive or
non-healthy behaviors
2. Easier to find ways around it
3. Difficult to keep tied to original objective.
Tends to generalize and create new
unwanted behaviors.
Bottom Line
• AVOID self-punishment and USE selfreinforcers.
• i.e.:
Don’t beat yourself up over it!
Try again, rework the objectives if you
have to, and then reward yourself later
when you finally achieve it.
YOU CAN DO IT!