Title: Goal Setting and Time Management
Course: Question Banks

Q: Denise has just enough money saved to pay for college tuition, but is concerned about how she can cover other expenses. How can she use goal setting to plan her finances?
- Denise figures that college debt is just a reality that she should have expected and can’t do anything about. (Incorrect. Goal setting should involve Denise assessing her situation and choices, and making a plan based on that.)
- Denise should just use her money until it runs out. (Incorrect. Goal setting involves Denise recognizing what she wants to accomplish, then considering her priorities and needs and making a plan for how she can best accomplish that.)
- Denise should just drop out of classes for the semester (While ultimately Denise might make a choice to take a semester off, simply dropping out isn’t goal-setting. Instead, she should carefully consider what matters to her and make a plan based on her introspection.)
- Denise can consider her monthly expenses and priorities and make a short and long-term plan about how she might save or earn money. (Correct! Goal setting involves careful thought and planning, so taking time in advance to be introspective will help Denise assess and achieve her goals.)
A: Denise can consider her monthly expenses and priorities and make a short and long-term plan about how she might save or earn money.

Q: DeShawn is thinking about and solidifying his goals for the upcoming semester. He knows that daily exercise helps him focus, feel better and sleep better, so he sets a goal to exercise at least 30 minutes 5 days a week. Knowing that he sometimes gets flare ups from a chronic illness that make exercise difficult, he considers how he will react and recover if his health doesn’t allow him to always meet his goal. Which question is helping to guide this aspect of goal setting?
- Can I achieve my goals on my own? (Incorrect. DeShawn’s thinking isn’t focused on how he might need to rely on others to achieve his goal.)
- Are my goals in sync with my values? (Incorrect. DeShawn’s thinking isn’t primarily focused on how his goals align with his values.)
- What are my top priority goals? (Incorrect. DeShawn’s thinking isn’t primarily focused on which goals are most important for him.)
- What will I do if I experience a setback? (Correct! DeShawn is thinking through scenarios and planning for how he will respond if he has setbacks in achieving his goals.)
A: What will I do if I experience a setback?

Q: Nguyen is in the first semester of a Bachelor’s Degree program in Criminal Justice. After graduation, he plans to join the Police Academy and become a community police officer. Which type of goal is this?
- Short-term academic goal. (Incorrect. Short-term goals typically take days, weeks or months to achieve.)
- Medium-term academic goals. (Incorrect. Medium-term goals are typically achieved within the academic year.)
- Deadlines (Incorrect. While Nguyen will likely have a timeframe for completing this goal, “deadline” does not describe the type of goal.)
- Long-term academic goal. (Correct! Nguyen will achieve this goal after college in four or more years.)
A: Long-term academic goal.

Q: Ben is a college student who is working with his academic advisor to learn better study skills to raise his GPA. He decides to set a goal to save $10 a week by forgoing his daily coffee through the end of the semester, with the expectation that he will have saved $150 by the last day of classes. Which element of SMART goals is Ben missing?
- Specific. (Incorrect. Ben has defined his goal in specific terms. Specificity is not what is missing from his SMART goal.)
- Time-bound. (Incorrect. Ben has set a specific time frame to accomplish his goal. That is not what is missing from his SMART goal.)
- Measurable. (Incorrect. Ben has clearly defined his outcomes and he has a measurable way to achieve his goal. That is not what is missing from his SMART goal.)
- Relevant. (Correct! While saving money is probably a great idea, it is not relevant to the goal of learning study skills and raising his GPA.)
A: Relevant.

Q: Imani is both nervous and excited to give her first speech in her Public Speaking class. She wants to be as well-prepared as possible, so she sets a goal to practice her speech out loud, standing up and with her notes in front of friends and family members five times. Determining the number of times she plans to practice her speech is an example of which element of a SMART goal?
- Relevant. (Incorrect. While practicing her speech several times is a relevant goal for preparation, this is not the element of a SMART goal that is represented by Imani determining the number of repetitions.)
- Attainable. (Incorrect. While practicing her speech several times is a realistic and attainable goal, this is not the element of a SMART goal that is represented by Imani determining the number of repetitions.)
- Time-bound. (Incorrect. Determining the number of repetitions is not creating a timeframe for Imani’s goal.)
- Measurable. (Correct! Imani has clearly defined and measurable outcomes to achieve her goal of being well-prepared.)
A: Measurable.

Q: Kojro sets a goal to complete his degree a semester early so he can start working full-time. He still has several required classes to take and works full-time. His degree program only offers required classes once a year, which would make it impossible for him to finish a semester early. Which element of SMART goals is he missing?
- Measurable. (Being measurable is not the element of SMART goals that is missing in Kojro’s plan.)
- Relevant. (Incorrect. Relevance is not the element of SMART goals that is missing in Kojro’s plan.)
- Time-bound. (Incorrect. Kojro’s goal does have a specific time frame. That is not the element of SMART goals that is missing.)
- Attainable. (Correct! Kojro’s goal is not not reasonable given his remaining courses and time. His goal is likely not attainable.)
A: Attainable.

Q: Naveem has always wanted to try swing dance and decides to join a swing dance club on his campus. When he had tried to learn on his own, he quickly became distracted and overwhelmed, but when he is with the club and is surrounded by more experienced and enthusiastic swing dancers, he feels motivated and excited to keep trying to learn. Which method for sticking with a goal does this describe?
- Break down the goal into manageable tasks. (Incorrect. This is not an example of tackling each part of the task individually.)
- Reward yourself for completing the task. (Incorrect. This is not an example of Naveem being motivated by a reward for accomplishing his task.)
- Remind yourself why you set the goal. (Incorrect. This is not an example of Naveem focusing on his end goal to stay motivated.)
- Tap into other people’s energy. (Correct! When Naveem is around enthusiastic and committed dancers, he feels motivated and inspired to keep trying.)
A: Tap into other people’s energy.

Q: As the child of immigrants to the United States who spoke English as a Second Language, Iditri is eager to help others with their English language skills. She decides to start achieving this goal by becoming a tutor at her local library. She is paired with a young man and spends 2 hours a week helping him with English conversation. Which strategy for committing to goals has Iditri enacted?
- Stay connected via social media. (Incorrect. This is not an example of Iditri committing to her goals by using social media.)
- Visualize the results (Incorrect. Iditri isn’t primarily committed to her goals by thinking about the end results of accomplishing her goals.)
- Study with friends (Incorrect. Iditri is not committing to her goals by joining with friends to study.)
- Volunteer to help others. (Correct! Iditri has motivation and accountability for achieving her goal to teach English language by volunteering as a tutor.)
A: Volunteer to help others.

Q: Farshid has set a goal to spend a full day preparing for an important accounting exam. Knowing that it’s easy to get distracted and overwhelmed, he decides that after he’s done, he will go play basketball with his friends, something he loves to do. Which method for sticking with a goal does this describe?
- Tap into other people’s energy. (Incorrect. Farshid is not using other people’s motivation and emotions to stay motivated.)
- Visualize the results. (Incorrect. This is not an example of Farshid thinking about the end result of completing his goal.)
- Break down the goal into manageable tasks. (Incorrect. This is not an example of Farshid tackling different parts of his tasks individually to make it easier.)
- Reward yourself for completing the task. (Correct! Farshid is using the reward of playing basketball to motivate himself to reach his goal.)
A: Reward yourself for completing the task.

Q: Ayanna has never been fast at typing and has set a goal to improve her speed and accuracy. She’s been doing online lessons for several months but is frustrated at how hard it has been. She decides to review her progress and realizes that she has actually improved her speed by 7 words per minute from where she started. This motivates her to keep practicing. Which strategy for supporting goal achievement does this describe?
- Remember to rest. (Incorrect. This is not an example of Ayanna taking a break to do restful activities to avoid burnout.)
- Set goals that motivate you. (Incorrect. This is not an example of Ayanna sticking with her goals because of intrinsic motivation.)
- Reward yourself. (Incorrect. This is not an example of Ayanna creating a reward system to push through hard tasks.)
- Reflect on your accomplishments. (Correct! Looking back to where she had started and how she had progressed motivated Ayanna to feel that her efforts had been worth it.)
A: Reflect on your accomplishments.

Q: Kareem just got his Chemistry midterm exam back and he earned 65%. He is really disappointed in himself and worried about how this will affect his final grade. While the class has been challenging, he considers how he didn’t complete several homework assignments and is often distracted on his phone during class. He believes that affected his midterm grade. He resolves to put his phone away during class and to complete all the remaining homework assignments. Which strategy for supporting goal achievement does this describe?
- Remember to rest. (Incorrect. Kareem is not taking a break to deal with burnout or to get a more productive mindset.)
- Reflect on your accomplishments (Incorrect. Kareem is not looking back at his progress to stay motivated.)
- Set goals that motivate you. (Incorrect. This is not an example of Kareem being intrinsically motivated to complete his goals.)
- Treat failure as a chance to learn. (Correct! Kareem used his low grade to consider what he could have done differently and to learn and change from his experience.)
A: Treat failure as a chance to learn.

Q: Aman spent her weekend working on an art project and has been rushing from work to her class all week. She is having a hard time focusing and staying motivated. She realizes she is exhausted and decides to set her alarm to take a 30 minute nap. She awakes refreshed and ready to tackle the rest of the day. Which strategy for supporting goal achievement does this describe?
- Treat failure as a chance to learn. (Incorrect. Aman is not using a failure to consider what she could have learned or done differently.)
- Reward yourself. (Incorrect. Aman is not using a reward system to stay motivated on her goals.)
- Set goals that motivate you. (Incorrect. This is not an example of Aman being intrinsically motivated to complete her goals.)
- Remember to rest. (Correct! Aman was feeling burned out and taking a nap helped her reset and have a more productive mindset.)
A: Remember to rest.

Q: Ivan feels totally lost in his Philosophy class. He is confused by the assignments and struggles to understand the concepts his instructor describes in class. He wants to do well and learn the materials, but isn’t sure what to do differently. He decides to talk to a couple classmates to find out how they are dealing with the class and what they might do differently to get help. Which problem solving question does this describe?
- Define the problem. (Incorrect. Reaching out to classmates isn’t primarily about Ivan trying to understand the cause, relevance and effect of this problem in his life.)
- What solutions are available to me? (Incorrect. While talking to classmates might lead Ivan to some possible solutions, at this point, this is not his primary question.)
- Talk it through with someone you trust. (Only once he determines some possible solutions will Ivan discuss his plan with a trusted person to get feedback and added insight.)
- How are other people dealing with this problem? (Correct! Discussing a problem with classmates who are facing a similar situation might help Ivan find more information, solution or support.)
A: How are other people dealing with this problem?

Q: After witnessing the impact of the COVID pandemic on children’s mental health, Juah is considering changing her major to become a social worker. She has done research on the field of social work, written lists of pros and cons, talked to classmates and professors, and is pretty sure she will switch majors. However, before she makes her final decision, she goes to lunch with her mentor to talk through her decision and get feedback. Which problem solving question does discussing her solutions with her mentor describe?
- Define the problem. (Incorrect. Juah has already done her research and consideration to better understand the problem.)
- What solutions are available to me? (Incorrect. Juah has already done the research to determine the pros and cons of various possible solutions.)
- How are other people dealing with this problem? (Incorrect. Juah has already done research and discussed her problem with her classmates and professors to see how they might be dealing with this problem)
- Talk it through with someone you trust. (Correct! Now that Juah thinks she has a solution, she is discussing it with a trusted mentor to get insight and feedback.)
A: Talk it through with someone you trust.

Q: After Victor’s mom was diagnosed with a serious illness, he stopped attending his classes and doing school work for a couple weeks as he tried to help her and deal with his worry over her health. Now that his Mom is stable, Victor is concerned about assignments (including a midterm exam) and classes that he missed and whether he can still successfully complete the semester. He takes some time to consider his grades in each class, how his actions might affect his classmates and how this might impact his future. Which aspect of problem solving do these questions describe?
- How are other people dealing with this problem? (Incorrect. Victor is not seeking information from other sources about how they have dealt with a similar issue.)
- What solutions are available to me? (Incorrect. Victor is not yet at the stage where he is generating possible solutions to his situation.)
- What needs to be done? (Incorrect. Victor is not ready yet to evaluate possible solutions to determine what is most realistic and feasible.)
- Define the problem. (Correct! At this point, Victor is seeking to think about and better understand his situation and how it is affecting others and himself.)
A: Define the problem.

Q: As a new college student, Phillip completed a survey about what types of working environments are most helpful for him. He concluded that he wasn't particularly affected by outside noise and distractions, time of day or how he was feeling, but that having his materials orderly and in a tidy space helped his concentration. Which of the following seems to to be the most important factor in his productivity?
- Times of day. (Incorrect. Phillip’s survey results did not indicate that time of day was a significant factor in his productivity.)
- Mood and emotions. (Incorrect. Phillip’s survey results did not indicate that his mood or emotions were a significant factor in his productivity.)
- Being alone. (Incorrect. Phillip’s survey results did not indicate that being alone was a significant factor in his productivity.)
- A clear and organized space. (Correct! Phillip’s survey results indicated that his physical and visual space was most important for his productivity.)
A: A clear and organized space.

Q: Lila’s Composition class involves a lot of typing stories and essays. She has typically done her homework while propped up by pillows in bed but is finding that it’s difficult to type quickly and comfortably in this position. Which of the following is the most likely problem in her productivity?
- Mood and emotions. (Incorrect. There is no indication that Lila’s mood or emotions is a factor.)
- Being alone. (Incorrect. There is no indication that being alone is a factor in Lila’s productivity.)
- Times of day. (Incorrect. There is no indication that the time of day is a factor in Lila’s productivity.)
- The right space. (Correct! Lila will probably find that sitting at a desk or table will allow her to type more quickly and with fewer mistakes.)
A: The right space.

Q: Natalya used to stay up late at night to study for her nursing degree. For the past semester, she’s tried waking up an hour early to study before class, and has found that she has more focus and retention. Which element of her work environment did Natalya change?
- Being alone. (There is no indication that being alone is a factor in Natalya’s productivity.)
- Mood and emotions. (Incorrect. There is no indication that Nataliya’s mood or emotions is a factor.)
- The right space. (Incorrect. Nataliya did not change where she studied.)
- Working at the right time. (Correct! Some people find that they are more alert and focused in the morning, and Natalya was able to improve her productivity by shifting the time she was studying.)
A: Working at the right time.

Q: Tim spent his high school years doing homework while watching his favorite TV shows. Now that he’s in college, he’s noticing that it takes him a long time to finish his work and focus when he tries to do assignments while watching TV. What could Tim do to be more productive?
- Multi-task. (Incorrect. Tim is actually finding that doing more than one thing at a time isn’t helping his focus, so he does not want to multitask.)
- Busy Brains. (Incorrect. “Busy brains” is a term that refers to the stress and brain fogginess that mulit-tasking can lead to. Tim does not want to tax his brain more.)
- Switch Tasks. (Incorrect. Switching back and forth between tasks actually slows down productivity. This would not help Tim’s productivity.)
- Use concentrated time. (Correct! Tim could block off a length of time to focus just on doing homework, while turning off the TV.)
A: Use concentrated time.

Q: Nicole goes to her local library and finds a quiet study carrel where she can work on her research project. After a few minutes, she hears her phone buzz and checks her social media feeds. Thirty minutes pass and she’s still looking at her social media posts and hasn’t started her research paper. What can Nicole do to be more productive?
- Muli-task. (Incorrect. Nicole is finding that trying to do more than one task at a time isn’t helping her focus, so she doesn’t want to multitask.)
- Busy brains. (“Busy brains”' refers to the stress and brain fogginess that mulit-tasking can lead to. Nicole would not be more productive if she taxed her brain more.)
- Switch Tasks. (Incorrect. Switching back and forth between tasks actually slows down productivity. This would not help Nicole’s productivity.)
- Try batch processing. (Correct! Nicole can set specific times during the day to check social media, read and respond to emails and other tasks that distract her from her schoolwork.)
A: Try batch processing.

Q: Estaban has a long list of assignments and school projects to work on throughout the afternoon. To stay motivated and focused, he makes a list of each task and prioritizes what he will do first. As he finishes each task, he feels more motivated to stay focused and avoid checking his phone or watching a TV show. Which tip for becoming more productive does this describe?
- Batch processing. (Incorrect. This does not describe setting aside specific times throughout the day to check and respond to emails.)
- Use concentrated time. (Incorrect. This does not describe setting aside a length of time to just work on one task.)
- Multitask. (Incorrect. Estaban is not trying to do several things at the same time. Instead, he is following a plan with his tasks prioritized.)
- Do what’s most important first. (Correct! Estaban made goals for his afternoon and felt motivated and focused as he started to achieve each one.)
A: Do what’s most important first.

Q: Your friend Evelina is starting her first semester of college several years after she graduated high school. She is most worried about how she can manage her schedule and stay on top of her school work. Which step for time management would you recommend she try to use to address this concern?
- Limit distractions. (Incorrect. Evelina’s concern isn’t about distractions that keep her from being productive.)
- Avoid procrastination. (Incorrect. Evelina’s concern isn’t related to procrastination.)
- Be flexible. (Incorrect. Evelina’s concern at this point isn’t about adapting to various constraints.)
- Schedule assignments, including studying and research, using Google Calendar . (Correct! Many students find that using an app like Google Calendar helps them manage their time and assignments.)
A: Schedule assignments, including studying and research, using Google Calendar .

Q: Jorge had planned to study with a classmate for his chemistry exam the next day. His classmate has just texted him that she can’t make it. Jorge knows he studies best with a partner, and needs to re-think his plan. He quickly texts some other classmates and arranges to meet up with them to quiz each other on test questions that evening. Which time management strategy did Jorge demonstrate?
- Limit distractions. (Incorrect. This is not an example of Jorge limiting distractions.)
- Use a calendar app to schedule assignments. (Incorrect. This is not an example of Jorge using a calendar app to schedule assignments.)
- Use a paper planner or notebooks. (Incorrect. This is not an example of Jorge using a planner to schedule assignments and study sessions.)
- Be flexible. (Correct! Jorge was able to quickly adapt when his study plans changed.)
A: Be flexible.

Q: Thalia is finishing an essay for her Japanese Literature class that is due the next day. Suddenly, her laptop starts glitching and the screen goes blank. She’s relieved that her paper is saved to the cloud, but isn’t sure what to do next. What does Thalia need to avoid derailing her success?
- A calendar app. (Incorrect. Scheduling assignments isn’t going to be much help to Thalia right now.)
- Use a paper planner. (Incorrect. Writing down or checking tasks on a planner isn’t going to be much help to Thalia right now.)
- Limit distractions. (Incorrect. Thalia’s primary concern right now is not distractions from other demands or tasks.)
- A back-up plan. (Correct! Unexpected things -- including technology problems -- will happen. Students need a back-up plan to avoid jeopardizing their success.)
A: A back-up plan.

Q: Galiana has struggled with procrastination for as long as she can remember. She tends to wait until the last minute to complete assignments or to study then regrets not giving herself the time to do her best work. She identifies as a “Pressure Cooker” personality style. Which tip might help her be less stressed and do her best work?
- Spend more time thinking about an assignment. (Incorrect. Galiana’s primary challenge is not rushing into an assignment just to get it done, so this advice isn’t very helpful.)
- Spend more time to really enjoy learning. . (Incorrect. Galiana’s primary challenge is not that she is just trying to “check the boxes,” without engaging with the material, so this advice isn’t very helpful.)
- Slow down. (Incorrect. Galiana’s primary challenge is not that she is doing her work too quickly, so this advice isn’t very helpful.)
- Set and stick to small, daily, achievable goals. (Correct! Breaking down larger goals and achieving them without making excuses can help someone with “The Pressure Cooker” time management personality style to avoid procrastinating and do their best work.)
A: Set and stick to small, daily, achievable goals.

Q: Kylee identifies as an Early Bird in her time management personality type. She thrives on organization and getting her work done following all the guidelines and in a timely manner. However, her English professor has advised her to edit her last essay to add depth and complexity to her ideas. As an Early Bird, how might Kylee do differently to improve her learning and growth?
- Plan and stick to reasonable goals (Incorrect. Kylee’s challenge isn’t related to being able to set daily goals.)
- Ask her professor to help her stay on track. (Incorrect. Kylee’s primary challenge isn’t related to not asking for help or guidance.)
- Get out of a rut. (Incorrect. Kylee’s primary challenge isn’t related to coasting and not challenging herself.)
- Slow down to consider ideas and challenges, rather than rushing to complete them. (Correct! While Kylee is highly organized and motivated to get her work done, sometimes she needs to slow down to really understand and appreciate a project or assignment.)
A: Slow down to consider ideas and challenges, rather than rushing to complete them.

Q: Jordi enjoys learning and doing his work in a timely and thoughtful manner, but doesn’t stress if it’s not always perfect. He considers his time management personality trait to be “A Balancing Act.” His geology professor recently approached him about considering graduate school, and advised him to push himself more academically to be competitive for graduate school. Which tip for success of a “Balancing Act” personality trait does his professor’s advice best represent?
- Slow down to not just rush through assignments. . (Incorrect. This does not describe the advice Jordi’s professor gave him.)
- Spend more time to really enjoy learning.. (Incorrect. This does not describe the advice Jordi’s professor gave him.)
- Spend more time thinking about an assignment. (Incorrect. This does not describe the advice Jordi’s professor gave him.)
- Use each class as an opportunity to grow and push your boundaries. (Correct! Jordi has some great skills and balance in his academic life, but might consider challenging himself evenmore.)
A: Use each class as an opportunity to grow and push your boundaries.

Q: Bruce spends a couple hours on the first day of the new semester putting in dates of all his assignments, tests, work hours and study sessions into Google calendar. He notices that he has two midterms scheduled on the same day. What did Bruce identify when he went through this process?
- Holidays. (Incorrect. This is not an example of noting holidays or school vacation days on his calendar.)
- Noting important school dates. (Incorrect. This is not an example of noting important dates such as tuition payments or registration deadlines.)
- Scheduling study time outside of class. (Incorrect. This is not an example of Bruce scheduling time to study and complete assignments for classes.)
- Competing Priorities. (Correct! Bruce was able to easily identify two major exams on the same day, and can plan ahead for that.)
A: Competing Priorities.

Q: Serena figured she would remember the dates and times for each of her final exams but accidentally forgot to show up for her Political Science final exam. What should Serena have put on her online calendar as soon as she knew the dates?
- Scheduling time outside of class. (Incorrect. Noting times to study outside of class would not have helped Serena remember her final exam date.)
- Competing priorities. (Incorrect. This is not an example of Serena noticing that she had more than one task on the same date.)
- Scheduling holidays. (Incorrect. Scheduling holidays would not have helped Serrena remember her final exam date.)
- Important school dates. (Correct! Putting important dates like a final exam would have helped Serena manage her time and avoid missing her exam.)
A: Important school dates.

Q: Sarah loves celebrating Greek Easter with her family and puts the holiday on her calendar. As she struggles through a difficult week of classes, school work and waitressing, she is motivated by her excitement of gathering with her family at the end of the week. What does putting Greek Easter on the calendar describe?
- Competing priorities. (Incorrect. This is not an example of Sarah having more than one task or event at the same time.)
- Important school dates.. (Incorrect. This is not an example of Sarah noting important dates from her college, such as registration or tuition deadlines.)
- Scheduling study time outside of class. (Incorrect. This is not an example of Sarah scheduling time to study and complete assignments for classes.)
- Scheduling holidays. (Correct! Including important family and personal holidays on her calendar and anticipating them can add joy and balance to Sarah’s life.)
A: Scheduling holidays.

Q: Satomi has been struggling to keep up on school work while juggling a full-time job, and finally has an open afternoon to work on several late assignments. She really wants to improve her grades. To figure out what to do first, she makes a list of various assignments and asks herself which ones are worth the most points and will most likely impact her grades. Which guiding question for prioritizing do these questions represent ?
- What are the requirements of this task? (Incorrect. At this point, Satomi is not trying to figure out the components, time commitments or other requirements of her tasks.)
- Are other tasks depending on this task?. (Incorrect. At this point, Satomi is not prioritizing her assignments based on what order they should be completed in.)
- How urgent is this task? (Incorrect. At this point, Satomi is not prioritizing her assignments based on their urgency.)
- How important is this task? (Correct! Satomi is measuring the importance of each task against her goal of improving her grades.)
A: How important is this task?

Q: Majlinda is assessing what tasks she might accomplish that day. She notices on her calendar that she needs to submit her physics homework before 3 p.m. or she risks failing the class. Which quadrant of the Eisenhower Decision Matrix does this task fit into?
- Important but not urgent. (This task is important for Majlinda’s grade, but also urgent because it needs to be accomplished right away.)
- Urgent but not important. (Incorrect answer. This task is urgent, but also important because it will significantly affect Majlinda’s grade.)
- Not important and not urgent. (Incorrect. This task actually needs to be accomplished right away, and is important for Majlinda’s success in the class.)
- Important and urgent. (Correct! This task is important for Majlinda’s grade and needs to be accomplished right away.)
A: Important and urgent.

Q: Kaede set aside a couple hours to finish a research paper for his History class that needs to be submitted by 5 p.m., but it is taking much longer than he anticipated. It’s 3 p.m. and he is supposed to meet with his group from his physics class to finish their homework together. The history research paper can not be submitted late, and accounts for 40% of his grade, but his physics group is counting on his help. Which technique for managing priority conflicts might help Kaede in this predicament?
- Kaede is overwhelmed by his predicament and just submits his incomplete research paper so he can go to his study group. (Incorrect. In this scenario, Kaede is allowing the anxiety of the situation to guide his actions rather than making a calculated decision based on the impact of his choices.)
- Kaede is feeling overwhelmed and frantic about his research paper, and completely forgets about his physics group meeting.. (Incorrect. In this scenario, Kaede’s actions are being motivated by anxiety rather than a careful calculation of the impact of his actions. He might have options of how to handle this differently.)
- Kaede is really frustrated that his research paper is taking so long and doesn't submit it. He gives up and hopes his professor will understand if he turns it in the next day. (Incorrect. Kaede is allowing the anxiety of this situation to guide his actions rather than trying to get everything done or communicate with his professor or group members.)
- Kaede can communicate his situation with his physics group and ask to meet later in the day so he can do his best work on his research paper. (Correct! Communicating with others to let them know about your situation can help Kaede decide on a course of action and focus on completing his research paper.)
A: Kaede can communicate his situation with his physics group and ask to meet later in the day so he can do his best work on his research paper.

Q: Thais is taking a Public Speaking class and needs to select a topic for an upcoming persuasive speech so she can start researching and putting her speech together. She keeps putting off starting the process because she is worried that the topic won’t be good enough or that she won’t do a good job on her speech and be judged by her classmates and instructor. Which reason for procrastination does this scenario best represent?
- Inability to Focus. (Incorrect. A lack of mental focus is not what is preventing Thais from moving ahead on her project.)
- Lack of Energy. (Incorrect. A lack of energy is not what is preventing Thais from moving ahead on her project.)
- Disorganization. (Incorrect. Being disorganized is not what is preventing Thais from moving ahead on her project.)
- Fear of Failing. (Correct! Thais is avoiding this task because it makes her uncomfortable and she fears seeming incompetent to others.)
A: Fear of Failing.

Q: Jean-Paul knows he should be preparing for a presentation for his Marketing class, but has been putting it off all week. He’s having trouble sleeping and feels anxious knowing this project is hanging over his head. Which effect of procrastination does this describe?
- Loss of time. (While Jean-Paul is not using his time effectively, that is not what is primarily being described here.)
- Self-esteem drain. (Incorrect. While this procrastination might be affecting Jean-Paul’s self-esteem, that is not what is primarily being described here.)
- Failing to achieve goals. (Incorrect. While this procrastination is likely affecting Jean-Paul’s ability to achieve a goal, that is not what is primarily being described here.)
- Stress. (Correct! Procrastination is causing Jean-Paul more stress and anxiety, as he knows he should be working on this project.)
A: Stress.

Q: Toshi has one semester to complete an honors thesis for his nursing degree. The project is complex and overwhelming. To combat his inclination to put off such a big project, Toshi decides to divide the projects into more manageable sections and assign deadlines for each part. Which strategy for overcoming procrastination does this illustrate?
- Choose a study spot. (Incorrect. While finding a good study spot might help Toshi make progress, that is not what is illustrated here.)
- Limit distractions. (Incorrect. While limiting distractions might help Toshi focus, that is not what is illustrated here.)
- Be accountable to someone else. (Incorrect. While telling someone else what he will accomplish might help Toshi be more motivated to make progress on his thesis, that is not what is illustrated here.)
- Break down studying into “bite-sized” sections. (Correct! Toshi is breaking down this large project into smaller parts so he isn’t so overwhelmed.)
A: Break down studying into “bite-sized” sections.

Q: Carlos has all afternoon to work on a research project for his Mechanical Engineering class. To stay focused and enhance his productivity, he sets a timer in intervals of 25 minutes with short breaks in between. Which enhanced task and time management technique does this describe?
- Daily top three. (Incorrect. This is not an example of selecting the three most important tasks in a day and focusing on those.)
- Eat the frog. (Incorrect. This is not an example of Carlos doing his biggest or most dreaded task first.)
- Procrastination. (Incorrect. Carlos is not procrastinating -- instead, he’s using a technique to stay focused and use his time well.)
- Pomodoro Technique. (Correct! Using a timer with breaks can help people reduce mental fatigue and break down tasks into 25-minute increments.)
A: Pomodoro Technique.

Q: Rodney has been nervous about writing an email to his instructor to ask for clarification about an assignment. He decides to write and send it first thing in the morning so it’s not hanging over his head all day and so he can move ahead with the assignment. Which enhanced task and time management technique does this describe?
- Daily top three. (Incorrect. This is not an example of selecting the three most important tasks in a day and focusing on those.)
- Pomodoro Technique. (Incorrect. This is not an example of using a timer to do intervals of work and breaks.)
- Procrastination. (Incorrect. Rodney is not procrastinating -- instead, he’s using a technique to accomplish his most dreaded task first and actually avoid procrastination.)
- Eat the frog. (Correct! Rodney is doing his most unpleasant task first so he isn’t distracted by his nervousness over it and so he can move ahead with other tasks.)
A: Eat the frog.

Q: Alice has two study days before her final exams. Each day, she makes a list of her three most important tasks and accomplishes those so she can stay focused and productive. Which enhanced task and time management technique does this describe?
- Pomodoro Technique. (Incorrect. This is not an example of using a timer to do intervals of work and breaks.)
- Eat the frog. (Incorrect. This is not an example of Alice doing her biggest or most dreaded task first.)
- Procrastination. (Incorrect. Alice is not procrastinating -- instead, she’s using a technique to prioritize and use her time well.)
- Daily top three. (Correct! This simple technique helps Alice prioritize her top three tasks and complete those.)
A: Daily top three.