Students who score low on this measure need to work on goal setting and accepting responsibility for assigned tasks and study. Accepting responsibility for achievement outcomes requires students to attribute much what happens to them to their own efforts instead of outside forces, such as luck and poor teachers. Time Management measures the student's awareness of what helps to create workable schedules and to use them effectively to accomplish academic tasks. Students who score low on this measure need to learn how to create schedules and how to deal with distractions, competing goals, and procrastination. Accepting responsibility for learning requires a student to devise plans to facilitate goal achievement.
Anxiety measures the student's worry about school performance.
Cognitive worry is manifested in negative self-reference and fear about future outcomes. Students who score low on this measure have high anxiety and need to learn coping techniques to reduce worry so that they can focus on academic tasks. Concentration measures the student's close attention to school-related activities, such as listening and studying. With a limited capacity to process what is going on around them and in their thoughts, students must deal with distractions that divert their attention away from school-related tasks. Students who score low on this measure are less successful at focusing their attention on the task at hand by eliminating interfering thoughts, emotions, and situations.