Personal Development and Guidance in College and Secondary School.

Strang, Ruth

doi:10.2307/2961893

Cited by 5 publications

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“…When they reach col-lege they maintain their higher scholastic record and, in general, participate in more extracurricular activities than their older fellows. Their health does not seem to have suffered [44].…”

Section: Motives For Studymentioning

confidence: 97%

“…It must be remembered in this connection that the students who come to college from underprivileged backgrounds are often superior mentally to the group as a whole. There is no indication that the offspring of college graduates are superior to other students [44][45][46]. Common sense indicates that, granting equality of intelligence, favorable home background will benefit success in college, but psychological theory points to compensation on the part of the student who has an inferior background.…”

Section: Motives For Studymentioning

confidence: 99%

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Study techniques.

McKinney¹

Psychology of Personal Adjustment: Students' Introduction to Mental Hygiene.

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CHAPTER IV STUDY TECHNIQUES * I take time out for rest, but I see to it that I return to study. * I have a definite place to study, and do nodiing else but study in that place.As soon as I sit down there, it suggests study. * My place of study is not surrounded by too much noise or too many distracting people. My desk and wall are devoid of distracting objects. * I have a time jor play and amusement, so I don't feel that I am missing anything while studying. * I do not try to do the impossible in one night. If I did I would fail, and continually flog myself mentally for failing. Habits of concentration and daily preparation. * I always get a general idea of the nature of the assignment, and what I am to know when I finish studying. Then I go over the material carefully. * I stop at die end of each section and review in my own words what I have just studied. I sometimes outline or mark the book, but always get the substance in a form that can be reviewed. * I utilize statistical tables, graphs, italicized and bold type, topic and summary sentences. With these and other aids I try to discriminate between the important and the irrelevant. * At die end of the assignment, I quiz myself in a fashion similar to the quizzes in class. * I am careful to get the knowledge accurately the first time. * I always think of the meaning of the facts, how they are related to other facts I know and to material of everyday life. * In memory work, I realize that every word or name has been selected for some reason. Knowing that reason helps me to remember it. * In memory work, I always overlearn rather than learn just to die point of perfect recitation. * I use odd times to review that which I have learned-between classes and in the afternoon. * I do not allow myself to daydream, for I am continually checking on my progress. * I study with others only after I know the material and want to be tested, or when there is a particular point I don't understand. Deficiencies in foundation subjects.I read rapidly, always seeking the main ideas, and without speaking the words to myself or pausing over words. I am mastering one new word each day. My grades are not being lowered by repetition of a few errors in spelling, arithmetic, or grammar. Other factors affecting study. * I am in good health; my eyesight is good or corrected with glasses; I have periodic medical examinations. * I have good daily hygienic habits-habits of regular hours for sleep, of eating nourishing food, of proper elimination, and of sufficient outdoor exercise. * I try to overcome all aversions to subjects or teachers incompatible with my personality by finding their positive, pleasant aspects.

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Section: Motives For Studymentioning

confidence: 97%

Section: Motives For Studymentioning

confidence: 99%

Study techniques.

McKinney¹

Psychology of Personal Adjustment: Students' Introduction to Mental Hygiene.

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“…Some feel bewildered, at least for a time, in an environment which requires so much of them in the way of social life and independence. However, young students on the whole do better academic and extracurricular work and have greater success in later life (122)(123)(124). It has been found that up until age 21 there is a tendency for the students who enter college at a younger age to receive better grades, probably because they have been accelerated all their lives.…”

Section: Improving Basic Study Habitsmentioning

confidence: 99%

“…It must be remembered in this connection that the students who come to college from underprivileged backgrounds are often superior mentally to the group as a whole. There is no indication that the offspring of college graduates are superior to other students (122,134,135,138). Granting equality of intelligence, favorable home background will facilitate success in college, but psychological theory points to compensation on the part of the student who has an inferior background.…”

Section: Improving Basic Study Habitsmentioning

confidence: 99%

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Adjustment to college work.

McKinney¹

Psychology of Personal Adjustment: Students' Introduction to Mental Hygiene (2nd Ed.).

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Your ability to perform efficiently in courses reflects maturity in addition to skills of reading, memorizing, and thinking effectively and creatively. Adjustment to school work is important aside from the value of grades and college efficiency. It involves adjustment to responsibilities and duties-one of the important demands in our culture. If you are mature in this respect, you are capable of taking yourself in hand. You can determine what is required of you in a given course, to reach distinction and to make a contribution. This involves planning your time and energies. As many studies to be presented in this chapter will show, it is a serious error to divorce the attitude and skills which lead to academic success from those which lead to success as an executive. Industrialists who are responsible for production, quality of goods and distribution, and professional men as well, have perforce a wealth of knowledge at hand and are constantly acquiring new facts and thinking in terms of them. Their overall task does not differ too much from your task as a college student.Adjustment to school work, then, is an integral part of adjustment in other areas in the adult vocational world, particularly since learning, thinking, and efficiency, as well as a body of knowledge, are so important to this adjustment. Harold T. graduated fromHigh School where he was in the upper third of his class. He had always received good grades but did not remember studying. His father is a physician and is able to pay all Harold's expenses while he is in college. Harold was a member of fraternity but was not initiated the first semester because of his grades. He wanted to study medicine, but his motivation was not very strong. His father suggested medicine be-21 * This case was contributed by Irma Ross of the Reading Clinic, University of Missouri.

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School psychologists at mid-century.

Cutts¹

1958

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Personal Development and Guidance in College and Secondary School.

Cited by 5 publications

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Study techniques.

Study techniques.

Adjustment to college work.

School psychologists at mid-century.

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