Using Conceptual Matrices, Knowledge Maps, and Scripted Cooperation to Improve Personal Management Strategies

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Abstract
Research in the area of substance abuse suggests that ineffective personal management strategies appear to be a major factor in abuse behavior. In this study, fifty-seven students in an intermediate level psychology class were provided with three tools previously found to enhance academic learning strategies—knowledge maps, scripted peer cooperation, and conceptual matrices—as a means of understanding and improving personal management strategies. Student ratings of the value of these activities were significantly higher than an average or moderate response. Individual differences appear to be an important consideration in predicting participants' perceptions of the value of this approach. Those who felt they had control of whatever happens to them, and those who perceived problems as impactful and had strong desires to change recurring problem situations, had the most positive reactions to the types of activities used in this study.