The Resource Academic transformation : the road to college success, De Sellers, Carol W. Dochen, Russ Hodges

Academic transformation : the road to college success, De Sellers, Carol W. Dochen, Russ Hodges

Label
Academic transformation : the road to college success
Title
Academic transformation
Title remainder
the road to college success
Statement of responsibility
De Sellers, Carol W. Dochen, Russ Hodges
Creator
Contributor
Subject
Language
eng
Summary
MyStudentSuccessLab is an online solution designed to help you acquire the skills you need to succeed. you'll have access to peer-led video presentations and develop core skills through interactive exercises and projects. --Book Jacket
Action
Committed to retain
Cataloging source
DLC
http://library.link/vocab/creatorName
Sellers, De
Dewey number
378.1/70281
Illustrations
illustrations
Index
index present
LC call number
LB2395
LC item number
.S45 2011
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/relatedWorkOrContributorDate
1958-
http://library.link/vocab/relatedWorkOrContributorName
  • Dochen, Carol W
  • Hodges, Russ
http://library.link/vocab/subjectName
  • Study skills
  • Learning, Psychology of
  • Academic achievement
  • College student orientation
Label
Academic transformation : the road to college success, De Sellers, Carol W. Dochen, Russ Hodges
Instantiates
Publication
Bibliography note
Includes bibliographical references and index
Contents
  • Comprehensive Notebook
  • Discussion Classes
  • Distance Classes
  • Exercise 3.6
  • New Vocabulary
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • 4.
  • Virtual Learning Environments
  • Learning Outside Class
  • Outside of class?!? The brochure didn't say anything about this
  • Exercise 4.1
  • Self-Assessment: Skills for Success
  • Essential College Learning Resources
  • Learning from Textual Sources
  • Academic Textual Sources
  • Increasing Prior Knowledge
  • Study Method to Increase Understanding
  • Improving Concentration, Comprehension, and Vocabulary
  • Test Preparation Strategies
  • Sharpening Concentration
  • Exercise 4.2
  • Internal and External Distractions
  • Monitoring Comprehension
  • Exercise 4.3
  • Monitoring Your Comprehension
  • Developing Vocabulary
  • Learning from Solving Problems or Case Studies
  • Learning from Writing
  • Learning from Individual Projects
  • Exercise E.2
  • Learning from Peers
  • Learning from Academic Networking
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • 5.
  • Academic Learning and Neural Development
  • My, what big dendrites you have
  • Using a Test Prep
  • Exercise 5.1
  • Self-Assessment: Learning and Memory Skills
  • Brain Learning Theory
  • Exercise 5.2
  • Make a Fist
  • Exercise 5.3
  • Enriching Your Learning Environment
  • Descriptive Model of Academic Learning
  • Dual-Store Model of Memory
  • Sensory Register
  • Test-Taking Strategies
  • Working Memory
  • Long-Term Memory
  • Applying the Model
  • Increasing Our Academic Learning and Memory
  • Attending
  • Understanding
  • Consolidating (Building Dendrites) and Retrieving
  • Forgetting---Causes and Remedies
  • Conclusion
  • Summary
  • Analysis of Performance
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • 6.
  • Preparing for Performance
  • Lights, cameras, action!
  • Exercise 6.1
  • Self-Assessment: Preparing to Perform Academically
  • Defining Academic Performance
  • Grades
  • Exercise E.3
  • Exercise 6.2
  • Grading Yourself and Your Teachers
  • Predicting Academic Performance
  • What is the Content?
  • What is the Level of Learning Needed?
  • Exercise 6.3
  • Predicting Exam Questions
  • Three Approaches to Academic Learning
  • Surface Learning
  • Deep Learning
  • Analysis of Preparation and Performance
  • Achievement Learning
  • Exercise 6.4
  • Your Approach to Learning
  • Simple Study Techniques
  • Multiple Ways to Use Note Cards
  • Advanced Study Techniques
  • Summarization Techniques
  • Visual or Graphic Organizers
  • Conclusion
  • Summary
  • Commitment
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • 7.
  • Establishing Direction in Your Life
  • promised land
  • Exercise 7.1
  • Self-Assessment: Exploring Goals
  • Fantasies, Dreams, and Goals
  • Exercise 7.2
  • Machine generated contents note:
  • Personal and Institutional Commitments
  • Dreams Do Come True
  • Goals: The Foundation of Self-Regulation
  • Translating Goals into Behaviors
  • Exercise 7.3
  • Turn Your Dreams into Goals
  • Characteristics of Achievable Goals
  • Exercise 7.4
  • Which Goals are Achievable?
  • Translating Goals into an Action Plan
  • Exercise 7.5
  • Strategies for Assessing Our Commitments
  • Putting Your Goals into Action
  • To Change or Not to Change?
  • Why Do I Need to Change?
  • What Do I Need to Change?
  • How Will I Change the Desired Behavior, Thought, or Emotion?
  • How Will I Monitor What is Happening?
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Exercise E.4
  • Last Word
  • 8.
  • Self-Regulation, Will, and Motivation
  • I know I can, I know I can
  • Exercise 8.1
  • Self-Assessment: Self-Regulation, Will, and Motivation
  • Self-Regulation
  • Academic Self-Regulation
  • Exercise 8.2
  • Self-Regulation
  • are you Committed?
  • Will
  • Exercise 8.3
  • Your Will
  • Academic Motivation
  • Psychological Elements that Impact Motivation
  • Values
  • Needs
  • Expectations
  • Exercise 8.4
  • Motivation for a Task
  • 1.
  • Stages of Self-Regulatory Ability
  • Stage 1
  • Chaos
  • Stage 2
  • Stability
  • Stage 3
  • Flexibility
  • Stage 4
  • Mastery
  • Possible Regression
  • Road to Autonomous Learning
  • Exercise 8.5
  • Your Self-Regulatory Ability
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • 9.
  • Strengthening Academic Self-Regulation
  • Pumping iron (will)
  • I don't know where I'm going, but I'm making good time
  • Flow
  • Exercise 9.1
  • Self-Assessment: How I Handle Time
  • Timelines
  • Strategies for Strengthening Academic Self-Regulation
  • Ownership
  • Self-Esteem
  • Intent
  • Initiation
  • Mindset
  • Exercise 1.1
  • Self-Talk
  • Exercise 9.2
  • Procrastination Survey
  • Using Self-Regulation to Improve Time Management
  • Alignment of Subjective Time and Clock Time
  • Driving and Resisting Forces
  • Productive versus Counterproductive Use of Time
  • Exercise 9.3
  • Monitoring Your Time
  • Underlying Assumptions for Effective Time Management
  • Self-Assessment: My Willingness to Become a Successful Student
  • Creating the Right Plan
  • Next Action List
  • Study Starts
  • Technology Aids
  • Killers
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • Introduction
  • 10.
  • Making Behaviors Work for You
  • Walking the academic tightrope
  • Exercise 10.1
  • Self-Assessment: Balancing My Life
  • Balancing Our Lives
  • Exercise 10.2
  • Balancing Your Life
  • Key Routines
  • Making Key Routines Automatic
  • Packing the Essentials
  • Quality World
  • Exercise 10.3
  • Key Routines
  • Self-Change: A Holistic Approach to Changing Behaviors
  • Step 1
  • Formulate a Target Behavior
  • Step 2
  • Collect Baseline Data
  • Step 3
  • Design a Contract
  • Step 4
  • Improving Our Quality World
  • Implement Treatment
  • Step 5
  • Evaluate the Project
  • Exercise 10.4
  • Self-Change Project
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • Academic Transformation
  • 11.
  • Patterns in Human Development
  • All these people are like me?
  • Exercise 11.1
  • Self-Assessment: My Independence
  • Universal: Stages and Transitions of Life
  • Exercise 11.2
  • Identifying the Stages and Transitions of Life
  • Independence
  • Exercise 11.3
  • Exercise 1.2
  • Your Self-Perceptions
  • Exercise 11.4
  • How Others See You
  • Perry's Theory of Cognitive and Moral Development
  • Category 1
  • Dualism
  • Category 2
  • Multiplicity
  • Category 3
  • Relativism
  • Strengthening the Transformation
  • Retreat
  • Escape
  • Temporizing
  • Exercise 11.5
  • Deflections to Cognitive Growth
  • Category 4
  • Commitment
  • Exercise 11.6
  • Matching Your Cognitive Level to a College Course
  • Midlife
  • Becoming an Autonomous Learner
  • Autonomy
  • Exercise 11.7
  • Interview
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • 12.
  • Exploring the Diversity of Individuality
  • Conclusion
  • I've just gotta be me
  • Exercise 12.1
  • Self-Assessment: How I Am Different
  • Individuality
  • Talents
  • Exercise 12.2
  • Animal School
  • Multiple Intelligences
  • Exercise 12.3
  • Your Multiple Intelligences
  • Summary
  • Preferences
  • Exercise 12.4
  • Learning About Preferences
  • Exercise 12.5
  • Self-Assessment: Your Learning Preference
  • Myers-Briggs Type Indicator®
  • Acquiring Information
  • Making Decisions
  • Focus of Attention and Energy
  • Lifestyle Orientation
  • Key Concepts
  • Exercise 12.6
  • Matching Your Personality Type to Your Instructor's Type
  • Temperament
  • Guardians
  • Artisans
  • Idealists
  • Rationals
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Guided Journal Questions
  • Last Word
  • 13.
  • Appropriate Stress Reduction Techniques
  • AAUUUGH *%ˆ $#&!@ (I feel much better now)
  • Exercise 13.1
  • Self-Assessment: Stress
  • Stress and Anxiety
  • Exercise 13.2
  • Physical and Psychological Symptoms
  • Toothbrush? Check! Backpack? Check! Commitment? Check!
  • Last Word
  • Stressors of College Life
  • Exercise 13.3
  • Stressful Life Events --
  • 2.
  • Thinking and Intellectual Performance
  • I think, ergo I learn
  • Exercise 2.1
  • Self-Assessment: Thinking About Learning
  • Role of Thinking in Study
  • Exercise 2.2
  • What This Academic Success Course Means to Me
  • Types of Knowledge
  • Introduction
  • Declarative Knowledge
  • Propositions
  • Procedural Knowledge
  • Productions
  • Conditional Knowledge
  • Exercise 2.3
  • Using Declarative, Procedural, and Conditional Knowledge
  • Levels of Intellectual Performance
  • Remember
  • Understand
  • Course Syllabus
  • Apply
  • Analyze
  • Evaluate
  • Create
  • Using the Taxonomy
  • Exercise 2.4
  • How Do You Learn at Each Level?
  • Exercise 2.5
  • Determining Levels for Test Questions
  • Conclusion
  • Time Management
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • 3.
  • Learning in Class
  • But I slept through class in high school
  • Exercise 3.1
  • Self-Assessment: Skills for Success
  • Your Job as a Student
  • Comprehensive Notebook
  • Range of Difficulty of Material
  • Content Difficulty
  • Quality of Presentation
  • Intuitive-Formal Continum
  • Exercise 3.2
  • Range of Difficulty of Your Classes
  • How to Learn in Class
  • Listening and Note-Taking
  • Good Note-Taking Strategies
  • Lecture Classes
  • Exercise E.1
  • Guided Notes
  • Exercise 3.3
  • Guided Notes
  • Cornell Notes
  • Exercise 3.4
  • Cornell Notes
  • Problem-Solving Classes
  • T-Notes
  • Exercise 3.5
  • T-Notes
  • Event or Trigger
  • Individual Perception
  • Reaction: Fight, Flight, or Manage
  • Strategies for Managing Stress
  • Refuting Irrational Ideas
  • Exercise 13.5
  • Changing Negative Self-Talk
  • Breaking the Worry Cycle
  • Exercise 13.6
  • Worry No More
  • Contents note continued:
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • Appendix
  • Overcoming Specific Academic Anxieties
  • Stress Reaction Model
  • Person
  • Type A versus Type B Personality
  • Stress-Hardy Individuals
  • Gender Differences
  • Exercise 13.4
  • Relaxation Response
Dimensions
24 cm.
Edition
2nd ed.
Extent
xvi, 350 p.
Isbn
9780137007561
Lccn
2010000648
Other physical details
ill.
System control number
  • (CaMWU)u2218939-01umb_inst
  • 2412702
  • (Sirsi) i9780137007561
  • (OCoLC)499741494
Label
Academic transformation : the road to college success, De Sellers, Carol W. Dochen, Russ Hodges
Publication
Bibliography note
Includes bibliographical references and index
Contents
  • Comprehensive Notebook
  • Discussion Classes
  • Distance Classes
  • Exercise 3.6
  • New Vocabulary
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • 4.
  • Virtual Learning Environments
  • Learning Outside Class
  • Outside of class?!? The brochure didn't say anything about this
  • Exercise 4.1
  • Self-Assessment: Skills for Success
  • Essential College Learning Resources
  • Learning from Textual Sources
  • Academic Textual Sources
  • Increasing Prior Knowledge
  • Study Method to Increase Understanding
  • Improving Concentration, Comprehension, and Vocabulary
  • Test Preparation Strategies
  • Sharpening Concentration
  • Exercise 4.2
  • Internal and External Distractions
  • Monitoring Comprehension
  • Exercise 4.3
  • Monitoring Your Comprehension
  • Developing Vocabulary
  • Learning from Solving Problems or Case Studies
  • Learning from Writing
  • Learning from Individual Projects
  • Exercise E.2
  • Learning from Peers
  • Learning from Academic Networking
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • 5.
  • Academic Learning and Neural Development
  • My, what big dendrites you have
  • Using a Test Prep
  • Exercise 5.1
  • Self-Assessment: Learning and Memory Skills
  • Brain Learning Theory
  • Exercise 5.2
  • Make a Fist
  • Exercise 5.3
  • Enriching Your Learning Environment
  • Descriptive Model of Academic Learning
  • Dual-Store Model of Memory
  • Sensory Register
  • Test-Taking Strategies
  • Working Memory
  • Long-Term Memory
  • Applying the Model
  • Increasing Our Academic Learning and Memory
  • Attending
  • Understanding
  • Consolidating (Building Dendrites) and Retrieving
  • Forgetting---Causes and Remedies
  • Conclusion
  • Summary
  • Analysis of Performance
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • 6.
  • Preparing for Performance
  • Lights, cameras, action!
  • Exercise 6.1
  • Self-Assessment: Preparing to Perform Academically
  • Defining Academic Performance
  • Grades
  • Exercise E.3
  • Exercise 6.2
  • Grading Yourself and Your Teachers
  • Predicting Academic Performance
  • What is the Content?
  • What is the Level of Learning Needed?
  • Exercise 6.3
  • Predicting Exam Questions
  • Three Approaches to Academic Learning
  • Surface Learning
  • Deep Learning
  • Analysis of Preparation and Performance
  • Achievement Learning
  • Exercise 6.4
  • Your Approach to Learning
  • Simple Study Techniques
  • Multiple Ways to Use Note Cards
  • Advanced Study Techniques
  • Summarization Techniques
  • Visual or Graphic Organizers
  • Conclusion
  • Summary
  • Commitment
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • 7.
  • Establishing Direction in Your Life
  • promised land
  • Exercise 7.1
  • Self-Assessment: Exploring Goals
  • Fantasies, Dreams, and Goals
  • Exercise 7.2
  • Machine generated contents note:
  • Personal and Institutional Commitments
  • Dreams Do Come True
  • Goals: The Foundation of Self-Regulation
  • Translating Goals into Behaviors
  • Exercise 7.3
  • Turn Your Dreams into Goals
  • Characteristics of Achievable Goals
  • Exercise 7.4
  • Which Goals are Achievable?
  • Translating Goals into an Action Plan
  • Exercise 7.5
  • Strategies for Assessing Our Commitments
  • Putting Your Goals into Action
  • To Change or Not to Change?
  • Why Do I Need to Change?
  • What Do I Need to Change?
  • How Will I Change the Desired Behavior, Thought, or Emotion?
  • How Will I Monitor What is Happening?
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Exercise E.4
  • Last Word
  • 8.
  • Self-Regulation, Will, and Motivation
  • I know I can, I know I can
  • Exercise 8.1
  • Self-Assessment: Self-Regulation, Will, and Motivation
  • Self-Regulation
  • Academic Self-Regulation
  • Exercise 8.2
  • Self-Regulation
  • are you Committed?
  • Will
  • Exercise 8.3
  • Your Will
  • Academic Motivation
  • Psychological Elements that Impact Motivation
  • Values
  • Needs
  • Expectations
  • Exercise 8.4
  • Motivation for a Task
  • 1.
  • Stages of Self-Regulatory Ability
  • Stage 1
  • Chaos
  • Stage 2
  • Stability
  • Stage 3
  • Flexibility
  • Stage 4
  • Mastery
  • Possible Regression
  • Road to Autonomous Learning
  • Exercise 8.5
  • Your Self-Regulatory Ability
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • 9.
  • Strengthening Academic Self-Regulation
  • Pumping iron (will)
  • I don't know where I'm going, but I'm making good time
  • Flow
  • Exercise 9.1
  • Self-Assessment: How I Handle Time
  • Timelines
  • Strategies for Strengthening Academic Self-Regulation
  • Ownership
  • Self-Esteem
  • Intent
  • Initiation
  • Mindset
  • Exercise 1.1
  • Self-Talk
  • Exercise 9.2
  • Procrastination Survey
  • Using Self-Regulation to Improve Time Management
  • Alignment of Subjective Time and Clock Time
  • Driving and Resisting Forces
  • Productive versus Counterproductive Use of Time
  • Exercise 9.3
  • Monitoring Your Time
  • Underlying Assumptions for Effective Time Management
  • Self-Assessment: My Willingness to Become a Successful Student
  • Creating the Right Plan
  • Next Action List
  • Study Starts
  • Technology Aids
  • Killers
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • Introduction
  • 10.
  • Making Behaviors Work for You
  • Walking the academic tightrope
  • Exercise 10.1
  • Self-Assessment: Balancing My Life
  • Balancing Our Lives
  • Exercise 10.2
  • Balancing Your Life
  • Key Routines
  • Making Key Routines Automatic
  • Packing the Essentials
  • Quality World
  • Exercise 10.3
  • Key Routines
  • Self-Change: A Holistic Approach to Changing Behaviors
  • Step 1
  • Formulate a Target Behavior
  • Step 2
  • Collect Baseline Data
  • Step 3
  • Design a Contract
  • Step 4
  • Improving Our Quality World
  • Implement Treatment
  • Step 5
  • Evaluate the Project
  • Exercise 10.4
  • Self-Change Project
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • Academic Transformation
  • 11.
  • Patterns in Human Development
  • All these people are like me?
  • Exercise 11.1
  • Self-Assessment: My Independence
  • Universal: Stages and Transitions of Life
  • Exercise 11.2
  • Identifying the Stages and Transitions of Life
  • Independence
  • Exercise 11.3
  • Exercise 1.2
  • Your Self-Perceptions
  • Exercise 11.4
  • How Others See You
  • Perry's Theory of Cognitive and Moral Development
  • Category 1
  • Dualism
  • Category 2
  • Multiplicity
  • Category 3
  • Relativism
  • Strengthening the Transformation
  • Retreat
  • Escape
  • Temporizing
  • Exercise 11.5
  • Deflections to Cognitive Growth
  • Category 4
  • Commitment
  • Exercise 11.6
  • Matching Your Cognitive Level to a College Course
  • Midlife
  • Becoming an Autonomous Learner
  • Autonomy
  • Exercise 11.7
  • Interview
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • 12.
  • Exploring the Diversity of Individuality
  • Conclusion
  • I've just gotta be me
  • Exercise 12.1
  • Self-Assessment: How I Am Different
  • Individuality
  • Talents
  • Exercise 12.2
  • Animal School
  • Multiple Intelligences
  • Exercise 12.3
  • Your Multiple Intelligences
  • Summary
  • Preferences
  • Exercise 12.4
  • Learning About Preferences
  • Exercise 12.5
  • Self-Assessment: Your Learning Preference
  • Myers-Briggs Type Indicator®
  • Acquiring Information
  • Making Decisions
  • Focus of Attention and Energy
  • Lifestyle Orientation
  • Key Concepts
  • Exercise 12.6
  • Matching Your Personality Type to Your Instructor's Type
  • Temperament
  • Guardians
  • Artisans
  • Idealists
  • Rationals
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Guided Journal Questions
  • Last Word
  • 13.
  • Appropriate Stress Reduction Techniques
  • AAUUUGH *%ˆ $#&!@ (I feel much better now)
  • Exercise 13.1
  • Self-Assessment: Stress
  • Stress and Anxiety
  • Exercise 13.2
  • Physical and Psychological Symptoms
  • Toothbrush? Check! Backpack? Check! Commitment? Check!
  • Last Word
  • Stressors of College Life
  • Exercise 13.3
  • Stressful Life Events --
  • 2.
  • Thinking and Intellectual Performance
  • I think, ergo I learn
  • Exercise 2.1
  • Self-Assessment: Thinking About Learning
  • Role of Thinking in Study
  • Exercise 2.2
  • What This Academic Success Course Means to Me
  • Types of Knowledge
  • Introduction
  • Declarative Knowledge
  • Propositions
  • Procedural Knowledge
  • Productions
  • Conditional Knowledge
  • Exercise 2.3
  • Using Declarative, Procedural, and Conditional Knowledge
  • Levels of Intellectual Performance
  • Remember
  • Understand
  • Course Syllabus
  • Apply
  • Analyze
  • Evaluate
  • Create
  • Using the Taxonomy
  • Exercise 2.4
  • How Do You Learn at Each Level?
  • Exercise 2.5
  • Determining Levels for Test Questions
  • Conclusion
  • Time Management
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • 3.
  • Learning in Class
  • But I slept through class in high school
  • Exercise 3.1
  • Self-Assessment: Skills for Success
  • Your Job as a Student
  • Comprehensive Notebook
  • Range of Difficulty of Material
  • Content Difficulty
  • Quality of Presentation
  • Intuitive-Formal Continum
  • Exercise 3.2
  • Range of Difficulty of Your Classes
  • How to Learn in Class
  • Listening and Note-Taking
  • Good Note-Taking Strategies
  • Lecture Classes
  • Exercise E.1
  • Guided Notes
  • Exercise 3.3
  • Guided Notes
  • Cornell Notes
  • Exercise 3.4
  • Cornell Notes
  • Problem-Solving Classes
  • T-Notes
  • Exercise 3.5
  • T-Notes
  • Event or Trigger
  • Individual Perception
  • Reaction: Fight, Flight, or Manage
  • Strategies for Managing Stress
  • Refuting Irrational Ideas
  • Exercise 13.5
  • Changing Negative Self-Talk
  • Breaking the Worry Cycle
  • Exercise 13.6
  • Worry No More
  • Contents note continued:
  • Conclusion
  • Summary
  • Key Concepts
  • Guided Journal Questions
  • Last Word
  • Appendix
  • Overcoming Specific Academic Anxieties
  • Stress Reaction Model
  • Person
  • Type A versus Type B Personality
  • Stress-Hardy Individuals
  • Gender Differences
  • Exercise 13.4
  • Relaxation Response
Dimensions
24 cm.
Edition
2nd ed.
Extent
xvi, 350 p.
Isbn
9780137007561
Lccn
2010000648
Other physical details
ill.
System control number
  • (CaMWU)u2218939-01umb_inst
  • 2412702
  • (Sirsi) i9780137007561
  • (OCoLC)499741494

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  • Donald W. Craik Engineering LibraryBorrow it
    75B Chancellors Circle (Engineering Building E3), Room 361, Winnipeg, MB, R3T 2N2, CA
    49.809053 -97.133292
  • E.K. Williams Law LibraryBorrow it
    224 Dysart Road, Winnipeg, MB, R3T 5V4, CA
    49.811829 -97.131017
  • Eckhardt-Gramatté Music LibraryBorrow it
    136 Dafoe Road (Taché Arts Complex), Room 257, Winnipeg, MB, R3T 2N2, CA
    49.807964 -97.132222
  • Elizabeth Dafoe LibraryBorrow it
    25 Chancellors Circle, Winnipeg, MB, R3T 2N2, CA
    49.809961 -97.131878
  • Fr. H. Drake Library (St. Paul's College)Borrow it
    70 Dysart Road, Winnipeg, MB, R3T 2M6, CA
    49.810605 -97.138184
  • J.W. Crane Memorial Library (Deer Lodge Centre)Borrow it
    2109 Portage Avenue, Winnipeg, MB, R3J 0L3, CA
    49.878000 -97.235520
  • Libraries Annex (not open to the public; please see web page for details)Borrow it
    25 Chancellors Circle (in the Elizabeth Dafoe Library), Winnipeg, MB, R3T 2N2, CA
    49.809961 -97.131878
  • Neil John Maclean Health Sciences LibraryBorrow it
    727 McDermot Avenue (Brodie Centre), 200 Level, Winnipeg, MB, R3E 3P5, CA
    49.903563 -97.160554
  • Sciences and Technology LibraryBorrow it
    186 Dysart Road, Winnipeg, MB, R3T 2M8, CA
    49.811526 -97.133257
  • Seven Oaks General Hospital LibraryBorrow it
    2300 McPhillips Street, Winnipeg, MB, R2V 3M3, CA
    49.955177 -97.148865
  • Sister St. Odilon Library (Misericordia Health Centre)Borrow it
    99 Cornish Avenue, Winnipeg, MB, R3C 1A2, CA
    49.879592 -97.160425
  • St. John's College LibraryBorrow it
    92 Dysart Road, Winnipeg, MB, R3T 2M5, CA
    49.811242 -97.137156
  • Victoria General Hospital LibraryBorrow it
    2340 Pembina Highway, Winnipeg, MB, R3T 2E8, CA
    49.806755 -97.152739
  • William R Newman Library (Agriculture)Borrow it
    66 Dafoe Road, Winnipeg, MB, R3T 2R3, CA
    49.806936 -97.135525
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