 |
1 | |
Surveys show that first-year students often attend college in order to all the following EXCEPT: |
| | A) | get a better job and make more money. |
| | B) | learn more about things that interest them. |
| | C) | gain a general education. |
| | D) | meet a potential life partner. |
|
|
2 | |
Another excellent reason to attend college is to: |
| | A) | spend a short time studying and learning so you don't have to later in life. |
| | B) | learn to communicate and think analytically. |
| | C) | meet other people who come from the same background as you do. |
| | D) | keep busy after high school. |
|
|
3 | |
It's important to remember that, in setting goals: |
| | A) | students can achieve any long-term goal they set for themselves. |
| | B) | failing to meet a short-term goal will usually make long-term goals impossible. |
| | C) | it's necessary to complete some long-term goals while in college. |
| | D) | many short-term goals must be completed in order to achieve a long-term goal. |
|
|
4 | |
Joe Student is writing a paper about F. Scott Fitzgerald's novel The Great Gatsby. To organize intellectually, he might: |
| | A) | read some books about the 1920s, when The Great Gatsby was written. |
| | B) | make sure he has enough printer paper. |
| | C) | check out biographies of Fitzgerald from the library. |
| | D) | A and C only |
|
|
5 | |
Which of the following statements from students best exemplifies the W. part of the P.O.W.E.R. philosophy? |
| | A) | "I've never been motivated to study, and I never will be." |
| | B) | "I scored well on that test-but it was probably easy." |
| | C) | "If I work hard, I can raise my biology grade to an A by the end of the semester." |
| | D) | "If I were as smart as Suzy Student, I'd get good grades too." |
|
|
6 | |
Students who evaluate their work will often: |
| | A) | spot errors they missed the first time through. |
| | B) | waste time. |
| | C) | lose sight of long-term goals. |
| | D) | A and C only |
|
|
7 | |
Critical thinking involves: |
| | A) | reanalyzing and questioning previous assumptions. |
| | B) | being a perfectionist. |
| | C) | collecting a team of highly intelligent people such as NASA scientists. |
| | D) | criticizing other points of view. |
|
|
8 | |
Which of these students does not seem to have a fear of success? |
| | A) | Brian, who intentionally gets a few questions wrong on the history test |
| | B) | Maria, who decides not to apply to college because no one in her family ever has before |
| | C) | Letitia, who skips a Friday night party in order to study for an important exam |
| | D) | David, who decides not to invite anyone to the dance rather than risk having his offer rejected |
|
|
9 | |
The P.O.W.E.R. Learning approach: |
| | A) | may not be helpful for students who already work hard and get good grades. |
| | B) | emphasizes the value of what psychologists call learned helplessness. |
| | C) | helps increase reading speed. |
| | D) | None of the above |
|
|
10 | |
The phrase that best describes the message of this chapter is: |
| | A) | first-generation college students need to use their professors as resources more than other students. |
| | B) | college is as much about partying as it is about studying. |
| | C) | universities are not only for increasing future income but also for refining social skills. |
| | D) | by combining the concepts of preparation, organization, work, evaluation, and rethinking, students can achieve more in college and in life. |
|