LSS1003- Life & Study Skills

According to Ellis & Worthington (1994) and Scheuermann (2000), Academic

success comprises of successful students that have learned to effectively manage
the academic and social demands of school/university, that are expected to
succeed, and may be described as socially proficient, intrinsically motivated and
goal oriented.
 Motivation
Goal Setting
Level of analysis of academic content- Note Taking, Revision
Distribution of time according to level of difficulty of subject
Assignments
Exam oriented studies
 Laser Focus- High achievers know what they want and reject any activities that might
distract them from pursuing their goals. They do what needs to be done, even when they
don't want to.
Clear Vision- High achievers are big-picture people. They are able to look into that crystal
ball and see things (the goal) that are not there; with the end in mind, they work toward
that end one step at a time.
Success Environment- High achievers function almost independently of what is
happening around them. They develop the power of contrary thinking and create a goal-
focused cocoon in a world of negativity. These people see opportunity where others see
problems, and that enables them to remain focused in the midst of turmoil. They are
enthusiastic, but not blind optimists.
High Tolerance for Uncertainty High achievers tolerate ambiguity and work, step-by-
step, towards their goals in confusing situations. Because of their strong goal focus and
daily discipline, these individuals are able to believe without proof which is essential to
high-level achievement.
 Winning Pace- High achievers view life as a marathon, not a sprint. This enables
them to avoid burnout, hitting the wall and other serious stress-related problems.
Contrary to the popular opinion, they are not workaholics; most have balance in their
lives.
Healthy Emotional State- Because these individuals are working from a master plan,
they are in control of their emotions, and have empathy for others.
Talent Network- Whether it's hiring the right people, delegating properly,
networking effectively or being able to work cooperatively, high achievers know how
to use the talents of other people. Using other people can be positive or negative. This
group uses people positively, so the law of reciprocity is always at work.
High Level of Communication- High achievers understand the importance of, and
know how to use, the principles of communication. They are excellent communicators.
This includes nonverbal, verbal and written communication. High achievers can
articulate their thoughts in many ways.
 SURFACE OR DEEP WAYS (Marton & Saljo, 1976a & b; 1984). Cliff (2003)
surface approach is characterized by learners
(1) paying attention to the details of text without the necessary attention to underlying
argument and meaning-making in that text;
(2) seeking to reproduce the content of text in a mechanistic sense to fulfill minimalist
perceived assessment demands and without transforming that content andmaking sense
of it for themselves.
By contrast, the deep approach is descriptive of learners who
(1)actively seek to understand the point and the structure of the argument in what they are
processing
(2) transform what they are processing within their own meaning perspectives or seek to
make meaning of their own. It would seem that students utilizing the deep approach are
more conducive to success in higher education.
TRAFFIC LIGHTS- MANAGING YOUR
STUDIES BEFORE AND DURING EXAMS

Green- Very Important/Essential

Amber- Important
Red- That which is comparatively easier to
study or is relatively less important
Once you have decided on your course coding
divide your time diligently and focus on your
exams .
 Record make notes legible and complete
Reduce write questions, cues, and vocabulary in cue
column; prioritize with silver dollar system (Pauk, p. 114)
Recite test self with verbal or written exercises based on
cue column and summary
Reflect expand and analyze implications; generate
searching questions
Review utilize summary to locate selected topics for
repetitive recitation
 Association link new information to prior knowledge or
experiences
Rehearsal use different learning modalities
Relevance make the information meaningful to your
personal beliefs or to a broader understanding of the
course
Mnemonics if you are an auditory learner, use songs
instead of simple lists or words
Self-testing practice putting yourself in a testing situation
 Full-time students or who spend more than 5 hours per week on studies
Students who eat their breakfast regularly
Students with specific career goals in mind are also more likely to be involved in
activities such as student clubs, co-op programs, and volunteering. These students
tend to be more satisfied with their educational experience and academic pursuits.
Students who are involved in volunteering tend to have slightly higher GPA.
Students who are involved in case competitions (5%), student clubs (37%), study
abroad (16%) and athletic teams (6%) have higher GPAs than those who are not
involved in any of these activities.
 Putting off = Anxiety/Stress
Stop thinking about the assignment and TAKE ACTION!
Break down large tasks into manageable smaller tasks

Psychology of Procrastination: Why People Put Off Important Tasks Until the Last
Minute
http://www.apa.org/news/press/releases/2010/04/procrastination.aspx