Study Strategies: selecting important information, relating new to previously learned information, memory strategies for encoding NOTE 59 Average Note-taking/Listening Skills: discriminating important material when taking notes, organizing notes, efficiency in note taking. READ Very Well 63 Reading/Comprehension Strategies: previewing, monitoring, and reviewing texts, Developed including self-testing, to ensure understanding. WRITE 53 Average Writing/Research Skills: researching topics in a variety of ways, organizing writing projects, monitoring and self-checking for errors TEST 58 Average Test-Taking Strategies: increasing efficiency in test taking, including eliminating unlikely answers and strategic guessing. TIM/ORG Time Management: effective use of time to complete assignments, understanding 58 Average of time needed for academic tasks. Organizational Techniques: organizing class and study materials, structuring assignments including homework and other projects. Student Liability Scales High scores indicate areas of concern as the student reports high levels in that area. LOMOT No More Problematic Low Academic Motivation: lack of intrinsic motivation to engage and succeed in 48 academic tasks. TANX 58 No More Problematic Test Anxiety: student’s experience of debilitating symptoms of test anxiety, lowered performance on tests due to excessive worry. CONFID Concentration/Attention Difficulties: difficulty attending to lectures and other 44 No More Problematic academic tasks, monitoring and adjusting attention to performance, concentrating and avoiding distractions. SMALSI Summary: During this self-report, John did not have any outlying areas of concern for this learning strategy index. He believed that he had a wide variety of learning strategies and was well equipped to learn in school. John responded with to the “almost always” following statement; before reading something, I skim it, looking at headings and key Similarly he responded with to this statement about writing skills; words. I “often” He also demonstrated proofread my writing two or three times before turning it in. academic motivation by to the following statement; responding “never” I think school is not really important in life. The area of Test Anxiety, which measured the experience of debilitating student’s symptoms of test anxiety as well as lowered performance on tests due to excessive worry, presented some conflicting information. John responded with to the “almost always”
Study Strategies: selecting important information, relating new to previously learned information, memory strategies for encoding NOTE Note-taking/Listening Skills: discriminating important material when taking notes, organizing notes, efficiency in note taking. 59 Average READ Reading/Comprehension Strategies: previewing, monitoring, and reviewing texts, including self-testing, to ensure understanding. 63 Very Well Developed WRITE Writing/Research Skills: researching topics in a variety of ways, organizing writing projects, monitoring and self-checking for errors 53 Average TEST Test-Taking Strategies: increasing efficiency in test taking, including eliminating unlikely answers and strategic guessing. 58 Average TIM/ORG Time Management: effective use of time to complete assignments, understanding of time needed for academic tasks. Organizational Techniques: organizing class and study materials, structuring assignments including homework and other projects. 58 Average Student Liability Scales High scores indicate areas of concern as the student reports high levels in that area. LOMOT Low Academic Motivation: lack of intrinsic motivation to engage and succeed in academic tasks. 48 No More Problematic TANX Test Anxiety: student’s experience of debilitating symptoms of test anxiety, lowered performance on tests due to excessive worry. 58 No More Problematic CONFID Concentration/Attention Difficulties: difficulty attending to lectures and other academic tasks, monitoring and adjusting attention to performance, concentrating and avoiding distractions. 44 No More Problematic SMALSI Summary: During this self-report, John did not have any outlying areas of concern for this learning strategy index. He believed that he had a wide variety of learning strategies and was well equipped to learn in school. John responded with “almost always” to the following statement; before reading something, I skim it, looking at headings and key words. Similarly he responded with “often” to this statement about writing skills; I proofread my writing two or three times before turning it in. He also demonstrated academic motivation by responding “never” to the following statement; I think school is not really important in life. The area of Test Anxiety, which measured the student’s experience of debilitating symptoms of test anxiety as well as lowered performance on tests due to excessive worry, presented some conflicting information. John responded with “almost always” to the