Talk:Motivation and emotion/Book/2019/Autotelic personality motivation

Heading casing

FYI, the convention on Wikiversity is for lower-cased headings (or sentence casing). For example, use: ==Cats and dogs== rather than ==Cats and Dogs== -- Jtneill - Talk - c 04:44, 30 August 2019 (UTC)

Comments

This looks like a really solid start working towards what seems to be a very interesting book chapter! Seeing as you have a section referencing the experience of flow and the theories surrounding it, you may find this series of articles useful, if you haven't already come across them. Best of luck.

Autotelic personality through a five-factor lens: Individual differences in flow-propensityRoss, Scott R. ; Keiser, Heidi N.

--U3100384 (discuss • contribs) 00:14, 31 August 2019 (UTC)

People with an autotelic personality show many of characteristics which are described in people with a mastery mindset. Someone with a mastery mindset is someone who believes that their abilities are malleable and can be improved with practice. They enjoy tasks which they are likely to be challenged by that will lead them to learning something new. An example that they use in the textbook (p215) is Einstein who initially struggled with academia but became better with practice. Similarity's between descriptions of autotelitc personalities and people with growth mindsets include:

• Enjoying tasks beyond their skill level so that they can learn from the experience
• Greater persistence when faced with a difficult task
• Setting approach oriented goals; they set goals which they seek to gain skills rather than protect what they already have

You may be able to incorporate how mastery mindsets affect people with an autotelic personality into you chapter. To find out more about what mastery mindsets are and if you may be able to include it in your chapter see pages 211-219 in:

Reeve, J. (2018). Understanding Motivation and Emotion, 7th Edition (7th ed., pp. 203-226). New York: Wiley.

--U3172958 (discuss • contribs) 05:33, 1 September 2019 (UTC)

Topic development feedback

The topic development 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 the chapter plan. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks are available via UCLearn. Note that marks are based on what was available before the due date, whereas the comments may also be based on all material available at time of providing this feedback.

Title and sub-title Excellent User page Created, with description about self and link to book chapter Used effectively Social contribution Excellent Section headings Basic, 3-level heading structure - could benefit from being more balanced (there is a lot of content is one section: "The autotelic personality") Remove bold; use default heading style Key points Key points are reasonably well developed for each section, with some relevant citations. Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles. Consider including more examples/case studies. Consider embedding one quiz question per major section rather than having one longer quiz towards the end. Image Provided, with an APA style caption Cite each figure at least once in the main text. References Good. For full APA style: Use correct capitalisation Use correct italicisation Use the new recommended format for dois - http://blog.apastyle.org/apastyle/2014/07/how-to-use-the-new-doi-format-in-apa-style.html Do not include issue numbers for journals which are continuously numbered within a volume Resources Excellent

-- Jtneill - Talk - c 04:41, 26 September 2019 (UTC)

Box for focus questions

Perhaps consider encasing your focus questions for the chapter, as it may help with overall presentation. You can find templates here. --Aalto Bowers (discuss • contribs) 04:40, 8 October 2019 (UTC)

In text APA

Your article is looking good so far!! Throughout your article you mention "Csikszentmihalyi" without a year several times which could make it confusing for people who wish to look at the source as you have two references under that name in your reference list.

Also when doing in text references that are part of a sentence use the word "and" instead of "&". The "&" symbol is used for references that are not directly in the sentence. For example correct APA would be;

Study by Mills and Fullagar (2008) on the relation between motivation....

or

There is no relation between extrinsic motivation and flow, suggesting external rewards do not assist in facilitating learning and engagement in students (Mills & Fullagar 2008).

For more information see: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html

--U3172958 (discuss • contribs) 10:29, 14 October 2019 (UTC)

Comments

Hi, I'm just wondering how you made the question options a square in your second test your knowledge quiz? I thought it looked quite nice compared to the usual circles. --U3144248 (discuss • contribs) 14:10, 20 October 2019 (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 UCLearn Canvas, along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is an excellent chapter that successfully uses psychological theory and research to help address a practical, real-world phenomenon or problem. Expand the Overview. For additional feedback, see comments below and these copyedits. Theory Relevant theories are well selected, described, and explained. Some of the description of theory is somewhat repetitive (e.g., around flow theory); the chapter could be shorter and do the same job. Einstein is a good example of an AP - consider adding more examples. Excellent connections made between AP, flow, and motivation. Research Relevant research is well reviewed and discussed in relation to theory. When describing important research findings, consider including the size of effects in addition to whether or not there was an effect or relationship. Greater emphasis on major reviews and meta-analyses would be helpful. Written expression Written expression Overall, the chapter is well written. Some paragraphs are overly long (e.g., last paragraph). Each paragraph should communicate one key idea in three to five sentences. The chapter would benefit from a more developed Overview (currently only focus questions) and Conclusion (currently one long paragraph). Layout Sections which include sub-sections should also include an introductory paragraph (which doesn't need a separate heading) before branching into the sub-headings. Avoid having sections with only one sub-section. Learning features For numbered lists, use Wikiversity formatting per Tutorial 1. Excellent use of interwiki links and embedded links to related book chapters. Embedding interwiki links links to related book chapters would help to integrate this chapter into the broader book project. Basic use of one image. No use of tables. Very good use of feature boxes. Excellent use of quizzes. Basic use of case studies. Useful inclusion of exercises. Grammar Check and correct use of ownership apostrophes (e.g., individuals vs. individual's). Use serial commas[1] - it is part of APA style and generally recommended by grammaticists. Spelling Some spelling can be improved (e.g., see the tags). APA style Use APA style to refer to each Table and each Figure at least once within the main text. Citations are not in full APA style. For example: In-text citations should be in alphabetical order. References use correct APA style. Social contribution ~7 logged, useful, social contributions with direct links to evidence

-- Jtneill - Talk - c 09:29, 7 November 2019 (UTC)

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Canvas 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 presentation. This presentation makes effective use of simple tools. Structure and content Well selected content - not too much or too little. The presentation is well structured (Title, Overview, Body, Conclusion). Add and narrate an Overview slide (e.g., with focus questions), to help orientate the viewer about what will be covered. Add and narrate a Conclusion slide with take-home message(s). The presentation could be strengthened by adding a Conclusion slide with practical, take-home messages. Communication The presentation is easy to follow. The presentation makes effective use of text and image based slides with narrated audio. Well paced. The font size is sufficiently large to make it easy to read. The visual communication could be improved by including some relevant images. Production quality The chapter title and sub-title are used in the video title - this helps to clearly convey the purpose of the presentation. The chapter title and sub-title are used on the opening slide - this helps to clearly convey the purpose of the presentation. Audio recording quality was basic, but there was some distortion - review microphone set-up. Video recording quality was excellent. A copyright license for the presentation is provided. A link to the book chapter is provided. A link from the book chapter is provided. A written description of the presentation is provided.

-- Jtneill - Talk - c 21:24, 17 November 2019 (UTC)