do you study like this?

Students' reports of using these self-regulated learning
strategies accounted for 93% of the variance (R = .96) of
their achievement track placement in school; 13 of the
14 strategies discriminated significantly between students
from the upper achievement track and students from lower
tracks.

1. Self-evaluating ("I check over my work to make sure I
did it right.")

2. Organizing and transforming ("I make an outline before I
write my paper.")

3. Goal-setting and planning ("First, I start studying two
weeks before exams, and I pace myself.")

4. Seeking information ("Before beginning to write the
paper, I go to the library to get as much information as
possible concerning the topic.")

5. Keeping records and monitoring ("I took notes of the
class discussions."; "I kept a list of the words I got
wrong.")

6. Environmental structuring ("I isolate myself from
anything that distracts me.")

7. Self-consequating ("If I do well on a test, I treat
myself to a movie.")

8. Rehearsing and memorizing ("In preparing for a math
test, I keep writing the formula down until I remember
it.")

9-11. Seeking social assistance ("If I have problems with math
assignments, I ask a friend for help.")

12-14. Reviewing records ("When preparing for a test, I review
my notes.")

[...]

Among the advantages of a social cognitive approach to
self-regulated academic learning, three are particularly
important to educational psychologists: (a) It
distinguishes the effects of personal (self-) regulatory
influences from overt behavioral ones and can explain the
relative advantage of each; (b) it links students'
self-regulatory processes to specific social learning or
behaviorally enactive experiences and can explain their
reciprocal impact; and (c) it identifies two key processes
through which self-regulated learning is achieved,
self-efficacy perceptions and strategy used, and can
explain their relation to student motivation and
achievement in school.

-- A Social Cognitive View of Self-Regulated Academic
Learning, Barry J. Zimmerman, Journal of Educational
Psychology. Vol.81 (3) pp. 329-339 (end)