Talk:Motivation and emotion/Book/2019/Consumer purchase honesty and dishonesty

Initial suggestions for topic development

My main initial suggestion is to consult and follow the topic development guidelines, particularly the marking criteria.

Some other suggestions:

• Use the Overview to explain the key concepts and the problem of interest; consider including an example or scenario
• Include bullet-points with citations for key points
• Include at least one link to another related book chapter
• Include at least one related image with an APA style caption
• Consider what the take-away messages might be (Conclusion)

Sincerely, James -- Jtneill - Talk - c 04:02, 30 August 2018 (UTC)

Heading suggestion

Hello,

I was recently reading the textbook chapter on 'Individual Emotions' (chapter 14). In the paragraph on guilt, it discussed how guilt arises after the person evaluates his/her actions as a failure. The person who feels guilty focuses what needs to be done to undo the hurtful consequences of their behaviour, often involving making a mends.

I think the function of guilt would play a major role in consumer purchase honesty. Speaking from personal experience - I remember I accidentally walked out of a shop without purchasing a hat and I only realised it was still in my hand when I was about 50m from the shop. The emotion of guilt came over me, and motivated me to return the hat and apologise to the store owner.

You may want to incorporate a heading relating to guilt, and include how the function of guilt may deter people away from purchase dishonesty and towards purchase honesty.

I hope this helps!

--Ju3141393 (discuss • contribs) 01:38, 12 October 2018 (UTC)

Suggestions

It may be helpful for readers to talk about rewards and punishment from an operant conditioning perspective. u3092381

It may be useful to look at the Social Construction of norms in this regard? or Game theory? IF people feel as though someone has been dishonest or cheated them in some way they are much more likely to choose dishonesty as a strategy eg: Payback this could be an interesting way of linking some theory into your book chapter. Peer Suggestion Luke O

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 Description about self Link provided to book chapter Social contribution None summarised with links to evidence. Section headings Under-developed, 1-level heading structure - develop further, perhaps using a 2-level structure for the largest section(s). Avoid having sections with 1 sub-heading - use 0 or 2+ sub-headings. Key points Annotated bibliography presented, rather than a plan for chapter development.# Basic development of key points for each section, with relevant citations. Overview - Consider adding focus questions. Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters. Consider introducing a case study in the Overview. Consider including more examples/case studies. Consider embedding one quiz question per major section. Image An image (figure) is presented. Caption does not use APA style. Caption explains how the image connects to key points being made in the main text. Cite each figure at least once in the main text. Consider increasing image size from default. References Good. For full APA style, use: alphabetical order the new recommended format for dois no issue numbers for journals which are continuously numbered within a volume (i.e., most of them). Resources None

-- Jtneill - Talk - c 09:59, 29 September 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 chapter... Overall, this is an excellent chapter that successfully uses psychological theory and research to help address a practical, real-world phenomenon or problem. Overall, this is a basic, but sufficient chapter. The chapter could benefit from further development of the Overview and Conclusion - it should be possible to only read these sections and get a good sense of why the topic is important and what is known/recommended. Overview - consider building on the sub-title by establishing focus questions to help guide the reader and the chapter structure. This chapter is well over the maximum word count. For additional feedback, see comments below and [ these copyedits]. Theory Some useful theory is considered (emotion, self-concept, and learning). Perhaps also social psychological theories. The Reeve (2018) textbook is overused as a citation - instead, utilise primary, peer-reviewed sources. There is too much detail on some general theory (e.g., behaviourism) and insufficient focus on its application to the specific topic of interest (consumer purchase dis/honesty). Did you consult Thorndike (1938)? If not, this should be a secondary citation. Research Any research evidence about learning theories and consumer dis/honesty? Basic coverage of research involving the relation between the target constructs is provided. When describing important research findings, consider including a bit more detail about the methodology and indicate 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 Written expression is OK, but could be improved. Use third person perspective, rather than first person (e.g., "we") or second person (e.g., "you") perspective. Internationalise: Write for an international, not just Australian audience. Australians make up only 0.32% of the world human population. Overview Useful example - to improve, embellish and consider adding an image. consider rephrasing the dot points as focus questions Use academic sources rather than standard dictionary. Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences. Learning features Promising use of quizzes, but embedding questions within sections probably provided better learning than leaving them all until the end. The last quiz question doesn't make sense. Adding interwiki links for the first mention of key words would make the text more interactive. Embedding interwiki links links to other book chapters would help to integrate this chapter into the broader book project. Basic use of images. No use of tables. Basic use of feature boxes. Grammar Abbreviations (such as e.g., i.e.., etc.) should only be used inside parentheses. Check and correct use of ownership apostrophes (e.g., individuals vs. individual's). APA style Numbers under 10 should be written in words (e.g., five); numbers 10 and over should be written in numbers (e.g., 10). Use APA style for Figure captions. See example. References are not in full APA style. For example: Remove bullet points Check and correct use of capitalisation. Check and correct use of italicisation. See new doi format (includes active hyperlinks). Social contribution No logged social contributions

-- Jtneill - Talk - c 08:53, 4 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 an reasonably good presentation. This presentation makes effective use of simple tools. Structure and content Target an international audience (as opposed to an Australian audience). Add and narrate an Overview slide (e.g., with focus questions), to help orientate the viewer about what will be covered. A Conclusion slide is presented with a take-home message(s). Citations: Remove author initials. The Reeve (2018) textbook is over-used - instead, access primary sources. Communication The presentation makes effective use of text and basic animated image based slides with narrated audio. Consider slowing down and leaving longer pauses between sentences. This can help the viewer to cognitively digest the information that has just been presented before moving on to the next point. The font size is sufficiently large to make it easy to read. The visual communication is supplemented by images. However, be aware that moving images can distract a viewer from the audio and text. Production quality Communicate the chapter title and sub-title in both the video title and on the opening slide this helps to clearly convey the purpose of the presentation. Audio recording quality was very quiet - probably an on-board microphone was used. Consider using an external microphone. Image sources are provided. A copyright license for the presentation is provided in the video description but not in the meta-data. A link to the book chapter is provided. A link from the book chapter is provided. A brief written description of the presentation is provided.

-- Jtneill - Talk - c 07:32, 18 November 2019 (UTC)