Talk:Motivation and emotion/Book/2016/Grit

Comments

Hi, I think it could be interesting to discuss grit in relation to success. There is an interesting ted talk on the topic as good starting point HERE if you're interested. There seems to be a lot of research articles on it as well here are a few I found in the UC database. Cross, T. M. (2014). The gritty: Grit and non-traditional doctoral student success. Journal of Educators Online, 11(3) Duckworth, A., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319-325. doi:10.1177/0963721414541462

Good luck with the chapter! --U3117592 (discuss • contribs) 03:22, 14 September 2016 (UTC)

• Thanks for the input. You're right about there being a lot of articles - drowning in them at the minute, but slowly finding the path I want to take. Trying not to overcomplicate the page by going off-topic. Appreciate you checking in.--U944295 (discuss • contribs) 00:21, 4 November 2016 (UTC)

Grit

HI, your chapter topic looks really interesting. I would start by defining what grit is and how its similar or related to psychological resilience, mental toughness etc. It seems to be a personality trait too.Click Hereto watch a short video on youtube about grit. Good luck and look forward to seeing the end product. --CassP22 (discuss • contribs) 00:59, 19 October 2016 (UTC) CassP22 19/10/16

• • Thank you - that is the plan. I was starting to define Grit as an independent quality but am coming to realise that it is related to, and often interchangeable with, other factors - so it's a little harder to isolate than I first thought. Have a few ideas on paper and will add them in over the weekend. Would appreciate your thoughts once more content is up there?! --U944295 (discuss • contribs) 00:18, 4 November 2016 (UTC)

Article suggestion

Hey there, I just watched a really interesting Ted talk on Grit which seems to already have been linked for you, but great topic choice ! Here are some articles that you might fine helpful. Happy to review your chapter once you have some content up! Good luck! Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087.

Rimfeld, K., Kovas, Y., Dale, P. S., & Plomin, R. (2016). True Grit and Genetics: Predicting Academic Achievement From Personality.

Weisskirch, R. S. (2016). Grit, Self-Esteem, Learning Strategies and Attitudes and Estimated and Achieved Course Grades among College Students. Current Psychology, 1-7.--U3119842 (discuss • contribs) 04:19, 24 October 2016 (UTC)

• Thanks for the input! I have a lot of the 'Duckworth & Co.' references but am trying to balance these out with other perspectives and findings. These refs you've suggested will help a lot :) Have some content going offline, just trying to get my thoughts in order. Hoping to put more up over weekend. --U944295 (discuss • contribs) 00:14, 4 November 2016 (UTC)

Referencing

Hi Louise, your chapter is coming along really nicely. I suggest you drop in your complete reference list (all references cited so far) so I can proofread/format them for you. I added the missing issue numbers and DOIs (as links) to your existing list. Also, the paragraph under "Benefits of 'Grit'" that opens like this:

Duckworth et al. (2007; Duckworth & Quinn, 2009) found Grit to be related to both academic achievement and career stability in adults.

Looks like messy referencing. It's fine for a single reference, but not for multiples, I'd suggest doing something like:

Researchers have found Grit to be related to both academic achievement and career stability in adults (Duckworth et al., 2007; Duckworth & Quinn, 2009).

I see you've run into the same problem I had with closed-access SAGE publications. I'd suggest using alternate publications and limiting "cited in" references where possible. I still ended up having to use one "cited in" reference, but thankfully was able to liberate myself of the others. I ended up using a SAGE handbook to replace much of the SAGE "as cited in" references in my chapter. Plus the handbook was really helpful as extra reading.

I also added some Wikipedia links, they are easy to add yourself if you view the code I've added you'll see how it's done.

Keep up the good work.

Daniel J Baxter (discuss • contribs) 03:02, 7 November 2016 (UTC)

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 solid chapter which could be improved by covering less theoretical territory (i.e., be more focused/selective). For more feedback see these copyedits and the comments below. Feel free to make ongoing changes to the chapter if you wish to address any of these comments or make other improvements. Theory Overview Solid, includes example. Clear and well-written. Body Be more selective and abbreviate the general theoretical material and provide references and links to further information. This would allow more space to focus on the most important theories in relation to grit. The case study was helpful. Conclusion Could be improved by more briefly synthesising what grit is, how it helps, and how it can be developed based on theory and research, with the emphasis on, say, three key practical take-home messages. Research The Reeve (2015) textbook is over-used as a citation; preferably consult and cite primary, peer-reviewed sources. When discussing important research findings, indicate the size of effects in addition to whether or not there was an effect or relationship. Several very useful/relevant research studies are described. They tend to be described one after the other. To improve the review of research, look for patterns and themes and try to synthesise the findings in order to convey a greater depth of understanding. Written expression Written expression is reasonably good. Avoid starting sentences with a citation unless this information is particularly pertinent. Instead, provide the citation at the end of the sentence. For academic writing in psychology, such as this book chapter, write in third person rather than first (e.g., avoid "I', "we", "our") or second (e.g., "you", "your" etc.) person perspective. Use an active rather than a passive voice. The chapter successfully addresses the topic and book theme. Structure and headings Each section should start with at least one introductory paragraph before branching into sub-sections. Layout Tables and/or Figures are used effectively. Tables and Figures should be referred to in the main text. Integration with other chapters The chapter provides an excellent range of relevant links to other Wikiversity pages. Learning features Add more Interwiki links (to relevant Wikipedia articles) to make the text more interactive. Quiz questions could be used to encourage reader engagement. Spelling, grammar, and proofreading are very good. APA style Check and correct use of single versus double quotation marks Check and correct the use of "&" vs. "and" (Use ampersand (&) inside brackets and "and" outside brackets). The APA style for the reference list is very good; remove issue numbers for paginated journals.

-- Jtneill - Talk - c 11:58, 1 December 2016 (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 see the 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.

Overall Overall, this is a basic, but sufficient presentation. Overall, this is a simple, effective presentation. Overall, this is a solid presentation. Overall, this is a well prepared and executed presentation. Overall, this is a very well prepared and executed presentation. Overall, this is an excellent all-round presentation. The Multimedia topic differs from the Book Chapter topic. Well over the 3 minute maximum time limit. Well under the 3 minute maximum time limit. Structure and content Overview Good. Add a Title slide Add an Overview slide. Use the Overview to set up the problem to be solved (the question i.e., the subtitle for the book chapter). An example could help to set the scene and engage the viewer. Tell the listener what they will find out about if they watch this presentation. Selection and organisation Well selected content - not too much or too little - picked out the "best" bits. Well structured. Combines theory and research. Addresses a self-help theme. Citations and references are included. Conclusion Take-home messages / key points are well summarised. Communication Audio Well narrated. Audio is clear and well-paced. Varied intonation added interest and engagement. Visuals The combination of images and text is effective. Well prepared, clear, and easy to read. The animated combination of images and text is effective in attracting and sustaining viewer attention. Production quality Overall, excellent production. Meta-data Rename the title so that it includes the subtitle (and matches the book chapter). Link to and from the book chapter provided. Excellent use of the Description field to provide relevant information. Audio recording quality Excellent Remove the background music - it makes it more difficult to concentrate on the narration and visuals. Image/video recording quality Excellent Licensing A copyright license for the presentation is correctly shown in at least one location. Creative Commons. The copyright licenses and sources of the images are indicated.

-- Jtneill - Talk - c 12:09, 1 December 2016 (UTC)