¶ … Academic Success The definition for academic success is broad and complex; nonetheless, its misuse in educational circles is rampant as it is used to denote the achievement of all wanted outcomes. A more wholesome approach to defining academic success covers 6 components: satisfaction, academic achievement, competency and skill acquisition, attainment of the objectives of learning, persistence and success in one's career (Travis T. York, 2015). Efficiently achieving academic success requires setting individual educational goals, implementing a learning style unique to the individual, utilizing all available resources as well as having academic integrity.

Having long-term academic goals, such as obtaining one's Bachelor's Degree in Business and Accounting enhances one's ability to complete short-term academic goals of success.

Generally, research and motivational theory show that goal-setting, if done properly, is an effective way for students to increase their motivation. Students become motivated to achieve excellence in various assessments and so it becomes a goal towards which both the students and their instructors work toward. It is not surprising that some student's only goal is to do well in assessments. Richard Stiggins (1999) noted that the conventional way of thinking to spur higher commitment and effort has been by intimidating students of grave consequences for failure in achieving minimum grades (Stiggins, R. J., 1999). In a survey to evaluate the impact of goal setting, 40% noted overall positive changes in school and classroom climate. 20% of the surveyed noted strong positive changes. There was an increase in enthusiasm in the community: parents focused more on the academic performance of their children and they enforced stricter discipline while the children were at home. Some mentoring and tutoring programs popped up in the community. Having a particular end point to work toward is motivation enough for certain individuals. This explains why some student's motivation would increase on setting goals -- be they short-term goals like doing well in a test or making a particular grade, or long-term and less concrete goals like going to

It is a fact that such models are nothing but approximations of what happens in 'real life,' since learning highly depends on the individual. In spite of this, studies indicate that models such as the one Kolb et al. (Kolb, A.Y. & D.A. Kolb, 2006) proposed, can be put into practical use since they can be used in formulating concrete and specific action plans. The models help teachers realize that students do not take the same approach to learning (Zorislava, Zagorac, Ana Ivanis, & Sabina Nuhbegovic, n.d). Kolb's work reveals that the four types of learning vary according to adaptability and personality and normally end in characteristic careers. To this end, it remains unknown whether such distribution took place because of some selections having taken place before professional and career training or a personal development and selections made over the training and educational process. For instance, sports coaches and teachers are inclined towards active experimentation/ concrete experience (AE/CE) in their style of learning while math teachers are more inclined toward observation and abstract conceptualization (Pascal H. Burger & Michael Scholz, 2014).
Learning how to effectively write increase one's capacity to further education and career goals.

Techniques for note-taking and making summaries are the cornerstone of student learning. They serve as an effective way to learn faster. Summarizing can be very effective since they help the student to:

• Critically think about the meaning of the text and so better understand it and for longer.

• Condense information noting only…