Talk:Motivation and emotion/Book/2014/University student motivation

Case Study

I think you're chapter is looking really good, and it reads well. Grammar is also good. You mentioned adding in a table, and i found this post on moodle very useful and used it to add a table into my own chapter--JessicaClareHunt (discuss • contribs) 03:50, 21 October 2014 (UTC)

I think you've definitely hit the nail on the head with your case study! I wish I had the chance to read your chapter about two years ago! --U3072703 (discuss • contribs) 04:33, 14 October 2014 (UTC)

Although this is still a working progress i can tell it is going to be a very intriguing topic - and one that I will continue to check up on for both scholarly and personal benefit. The case study is a great idea and i suggest that you keep running with it and utilise this concept within your book chapter. Goodluck. --JacquelineSpence (discuss • contribs) 09:06, 17 October 2014 (UTC)

Heading casing

FYI, the convention on Wikiversity is for lower-cased headings. For example, use: ==Cats and dogs== rather than ==Cats and Dogs== -- Jtneill - Talk - c 06:03, 20 October 2014 (UTC)

structure and case study

Hi, Lauren, I noticed some small errors here and there, but have not edited them yet as I thought you would go through again soon as you finish your draft. Just some comments on your structure:

1. If you talk about the role of teacher, role of choice and role of students and controlled motivation in regards to student motivation, why not incorporate these topics in your case study at the beginning? Since your topic is specifically about uni students, ask the questions you want to answer at the beginning (kind of preparing the readers for what is to come). Do you know what I mean?

2. Organise your chapter around the key questions you are going to answer. Try asking questions in your headings rather than just phrases like self-determination theory, controlled motivation. Make the connection between these and student motivation clear. And it will be easier to follow. You have a good start! --Xlc (discuss • contribs) 08:57, 20 October 2014 (UTC)

Hi Lauren

I've made some small edits (mostly commas etc). I also changed the capital in 'university' in your title (I think it's being used as a noun in this case and doesn't need a cap). One of the suggestions I'd make would be to put some links in to other pages (ie, there is an 'amotivation' chapter - you could create a link in your paragraph to this chapter). You could also possibly put some examples of intrinsic motivation and extrinsic motivation. You use SDT in one of the paragraphs but don't appear to have abbreviated it after the full term above (I'm sure you're on to this, but just in case...) It may read a little more smoothly if you put a sub-heading of 'Undermining effect' after the extrinsic motivation paragraph.

Overall, I think your chapter reads fairly well. I really liked that you linked case studies in regularly, it made for more interesting reading than just reading theories!

Chelsi CFD (discuss • contribs) 09:42, 20 October 2014 (UTC)

I think this looks really great, there are a few wording errors within the text, which im happy to change for you. Also i thought it might be useful to add a tips section so uni students can use them or write them down to improve their motivation. --Hynes08 (discuss • contribs) 00:43, 21 October 2014 (UTC)

what about goals?

hey lauren, I just gave you a massive comment and then lost it all because the 'save' didn't work, so I will now be brief.

- looking at the role that goals play in our motivation to study at uni could be really interesting, you could even just add it as a case study discussion, comparing why we would go to uni as opposed to work in a factory, for example.

- I know you're still working on it, but a bit more interaction would be nice, check out this tute handout for an interactive activityuniversity student tutorial handout, also maybe adding some more images and perhaps colour

- from my own research i know that approach and avoidance motivation is a massive area, check out thisapproach-avoidance motivation paper

- from the chapter guidelines it says we need to make it suitable for a layperson to understand, so i'm wondering whether some of your language is a bit academic, perhaps have someone read it that isn't a psych student (family or friend?) that can tell you whether they don't understand some of the terminology, then you can look at simplifying those aspects.

looks really good so far...goodluck! Smelle24 (discuss • contribs) 07:44, 21 October 2014 (UTC)

Cultural factors

Im not sure if you want to add this, but an important motivation for university students comes from their culture. For example - in Asian culture, they are often striving for social approval.

Also, family values are often influenced by culture. Education is often coveted in families (particularly western) and this could be a motivation?

anyway, just an idea smile

http://zh9bf5sp6t.scholar.serialssolutions.com/?sid=google&auinit=FS&aulast=Niles&atitle=Cultural+differences+in+learning+motivation+and+learning+strategies:+A+comparison+of+overseas+and+Australian+students+at+an+Australian+university&id=doi:10.1016/0147-1767(94)00025-S&title=International+journal+of+intercultural+relations&volume=19&issue=3&date=1995&spage=369&issn=0147-1767

http://jsi.sagepub.com.ezproxy.canberra.edu.au/content/11/3-4/290

(if you can't get these free through these links, just copy the titles too google scholar and make sure its linked to UC!)

--U3084587 (discuss • contribs) 09:47, 21 October 2014 (UTC) u3084587

APA style captions for images and tables

I recommend using APA style captions i.e., Figure 1, Figure 2 etc. for all images, graphs etc. and Table 1, Table 2 etc. for all tables. The caption text should not be in italics. For more detail and examples, see http://libguides.newcastle.edu.au/content.php?pid=113807&sid=1208571 -- Jtneill - Talk - c 10:50, 23 October 2014 (UTC)

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Moodle site. Written feedback is provided below, plus there is a general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener. If you wish to dispute the marks, see the suggested marking dispute process.

Overall A good presentation on a very relevant topic. Congratulations. Structure and content Theory is well articulated throughout. Focusing primarily on autonomy from Self Determination Theory was not necessarily beneficial (despite being labeled as the most important element of motivation, it is not the only). Research is also nicely integrated. A good overview is provided at the beginning of the presentation, as well as a useful conclusion. Despite this topic being very relevant, the presentation lacked a practical feel. Communication Communication is well done. The voice-over is well paced, with good intonation and pauses between sentences and slides. A good amount of text is provided on each slide. Including figures and images would be useful. Production quality Basic production tools are used to an adequate level. Quality of both audio and visuals are good. A link to the book chapter is provided. No copyright license is provided as it is not needed.

ShaunaB - Talk

Chapter review and feedback

This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via Moodle, along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is a strong chapter. It is about SDT and university student motivation, so the chapter title/subtitle should be revised. For more feedback, see these copyedits and comments below. Theory Abbreviate the general motivational theory material and integrate with or expand the discussion about such theories as they relate to university student motivation The case study/example usage is excellent. Research Several/many relevant research studies are cited. When describing important research findings, indicate the size of effects in addition to whether or not there was an effect or relationship. Written expression Written expression is generally very good. Layout is clear, simple, but interesting. Figures were used effectively. Grammar and proofreading Check and correct the use of ownership apostrophes (e.g., individuals vs. individual's vs. individuals') APA style Use ampersand (&) inside brackets and "and" outside brackets. Add APA style captions to tables and figures. The reference list is not in full APA style.

-- Jtneill - Talk - c 22:58, 1 December 2014 (UTC)