Student + Dying = Studying

Photo by: Billaday

I am laying here in my bed doing homework. Beside me are a notebook, a pen, and my cellphone.  Facebook beckons me from its tab on my laptop screen. My situation is not unique; many college students like myself have difficulty developing self-management skills, and in a recent study called “Effectiveness of a College Level Self-Management Course on Successful Behavior Change,” Jean H. Choi and Kyong-Mee Chung explore the effectiveness of taking a college level self-management course. Choi and Chung observed three different intensity leveled groups. At the end of the course only the group enrolled in the high-intensity self-management course showed successful behavior changes, which included increases in productivity and efficiency.

            The control group was enrolled a “Clinical Psychology” course. The course was aimed to promote understanding of the history, theory, and the current trend of clinical psychology. To be honest, the class really did not do much at all. No behavioral principles or self-management strategies were taught. The students were not required to track their behavior, or do activities. The group was assigned no project requirements.

The low intensity group took a class called “Behavior Therapy” that focused on the understanding and application of learning theory to modify or treat problematic behaviors across diverse settings. The course focused on behavior skills and general therapy. It did not include self-management skills training. The students had to conduct their projects independently. The text required for the course was Martin and Pear’s (2007) Behavior Modification: What It Is And How To Do It. Three chapters from Self-Directed Behavior were used as the supplementary material.

The high intensity group used Self-Directed Behavior as their instructional text. Their course was titled “Self-Directed Behavior.” Like in all groups, students were asked to choose a behavior they wanted to modify (i.e.: weight loss, higher grades, etc.). But the high intensity group had to make a plan to change the behavior. They were taught theories and practical applications and were required to do group projects that helped them learn to apply the strategies they were learning and get feed back from each other. The students also had to record their behavior daily and do an in-class presentation and a final research report. Instructor feed back was given frequently to each of the students.

            At the beginning of the study and at the end of the study, the participants were asked to fill out a multi-question survey. This survey used several methods to obtain information about the goals and goal management that the participants had in place. The Goal Attainment Scale (GAS) was the main scale on which the study was based. The participants made a goal for each point on a 5-point scale ranging from -2 (least favorable) to 2 (most favorable). This scale required precise and objective goal setting, allowing for more accurate results. Other scales were also used to measure the goals and efficiency of the participants. The Generalized Expectancy of Success Scale-Revised (GESS-R) asked participants to rate 25 items regarding probability of success. The Internal-External Locus of Control Scale (I-E) asked participants consider 21 situations and pick whether the cause of the problem would be handled internally or externally. The Motivation and Expectancy Change Scale (MECS) explored participants’ motivations and how they expected to change by using a 5-point scale. These scales and different methods made sure to assess the students correctly and give those conducting the study accurate and quantifiable information.

            After all of the groups completed the survey the second time, only the high intensity group showed significant signs of success. Going through a high intensity course may sound intimidating, but learning how to deal with obstacles and achieve goals for credit in a class does not seem like a bad idea if you are a college student who struggles with something. UNC does not offer self-management courses for credit. However, there are several online tips and strategies as well as events geared toward helping students self-manage. Thinking back, I remember countless emails that offered me help and mentoring. I wish I had taken hold of those opportunities then. I know some study strategies would help me now.    

Works Cited  

Choi, Jean H. and Kyong-Mee Chung. “Effectiveness of a College-Level Self-Management Course on Successful Behavior Change” Behavior Modification. 12 Dec. 2011. Web. 15 Mar 2012.

Watson D. L., Tharp R. G. (2006). Self-Directed Behavior (9th ed.). Belmont, CA: Wadsworth

Martin G., Pear J. (2007). Behavior modification: What is it and how to do it (8th ed.). Upper Saddle River, NJ: Pearson Prentice Hall