Related summaries to College Studying

How to Get the Most Out of Studying: Part 1 of 5, "Beliefs That Make You Fail... Or Succeed"

# 📚 How to Study Effectively in College - Dr. Stephen Chew ## Introduction - Dr. Stephen Chew is a professor of psychology at Samford University in Birmingham, Alabama - This is the first video in a series about effective college studying - As a cognitive psychologist, Dr. Chew studies how people learn and think - The video aims to help students transition to college-level coursework - There are no "quick fixes" or "magic products" - effective learning requires proper strategies ## 🚫 "Beliefs That Make You Stupid" Dr. Chew identifies several misconceptions that undermine learning: 1. **Underestimating study time** ⏰ - First-year students often misjudge how long assignments take - Reading without review leads to minimal learning - Plan for assignments to take longer than expected - Complete reading well before exams to allow multiple days for review 2. **Memorizing isolated facts** 📝 - Struggling students often focus on memorizing definitions - Textbooks can encourage this with bold terms and margin definitions - Good professors test for comprehension, not just memorization 3. **Believing in natural ability** 🧠 - Many students think people are naturally "good" or "bad" at subjects - Academic success is more about hard work than inborn talent - Time constraints can limit success, but effort matters 4. **Multitasking myth** 📱 - Students believe they can effectively study while texting, checking social media, etc. - Research shows multitasking significantly reduces learning efficiency - Each distraction reduces learning, increases study time, and raises the chance of poor grades ## 🔍 Metacognition: The Key Difference - Metacognition = awareness of how well you truly understand concepts - Weaker students are often overconfident about their understanding - This leads to insufficient studying and shock at poor exam results ## 📊 Research Example - Dr. Chew had students estimate their exam performance percentage - Results showed: - Most students were overconfident (scored below diagonal on graph) - Top-performing students had accurate metacognition (clustered near diagonal) - Weakest students were most overconfident (far below diagonal) - College freshmen must develop more accurate metacognition when transitioning from high school ## Conclusion - Poor metacognition often indicates poor study strategies - Ineffective study methods build overconfidence without increasing learning - Improving study skills (topic of the next video) is essential for academic success