Talk:Motivation and emotion/Book/2021/COVID-19 pandemic impacts on motivation

Comments

Hi! Your book chapter is looking great so far, super relevant topic; especially for ACT situation. I think you work could benefit from adding some more in the quiz to test your knowledge. I think maybe something along the lines of: What were the positives that came out of COVID-19 lockdowns in regards to motivation? Hope this helps!--Anna u3200574 (discuss • contribs) 07:59, 17 October 2021 (UTC)

Hello, what an interesting and timely research topic. I came across this article in my own research and think its likely relevant to you: "Demystifying the effects of perceived risk and fear on customer engagement, co-creation and revisit intention during COVID-19: A protection motivation theory approach" https://en.wikiversity.org/w/index.php?title=Talk:Motivation_and_emotion/Book/2021/COVID-19_pandemic_impacts_on_motivation&action=edit&redlink=1

--U3065868 (discuss • contribs) 05:34, 22 August 2021 (UTC)

Hey! I think this is a great topic and such an important area of research at the moment. I found an interesting article which would be relevant to the employees section of your chapter: "How to Maintain Employee Motivation Amid The Covid-19 Virus Pandemic". https://www.researchgate.net/profile/Christian-Wolor/publication/344809146_How_to_Maintain_Employee_Motivation_Amid_The_Covid-19_Virus_Pandemic/links/5f917676458515b7cf93de08/How-to-Maintain-Employee-Motivation-Amid-The-Covid-19-Virus-Pandemic.pdf I hope you enjoy it and it's useful, excited to see the rest of this chapter! --Eilish Ritchie (discuss • contribs) 10:40, 28 August 2021 (UTC)

Hello, it would be interesting to see the motivation from the scientists behind the vaccine and the governments motivation to do lockdowns and restrictions :) (U3202710 (discuss • contribs) = U3202710) 28/08, 20:47

A very interesting topic and I know you are still collating information and pictures but I have added a COVID-19 picture to hopefully help you on your way in breaking up the text visual. Look forward to seeing your completed chapter.--U3167879 (discuss • contribs) 12:45, 16 September 2021 (UTC)

Hey! I found a couple of articles that I think could be relevant to your topic. The first article explores students’ motivation to learn online through COVID-19. The second article discusses how motivation on work efficiency for employees and employers during the COVID-19 pandemic has been impacted. It also offers implications for organisations to develop better motivation policies. Almaleki, D. A., Alhajaji, R. A., & Alharbi, M. A. (2021). Measuring Students’ Interaction in Distance Learning Through the Electronic Platform and its Impact on their Motivation to Learn During Covid-19 Crisis. Int. J. Comput. Sci. Netw. Secur, 21(5), 98-112. Tovmasyan, G., & Minasyan, D. (2020). The Impact of Motivation on Work Efficiency for Both Employers and Employees also During COVID-19 Pandemic: Case Study from Armenia. https://doi.org/10.21272/bel.4(3).25-35.2020

G'day! I've just added an image of the lifeline logo and a caption linking the in-text reference to lifeline. I've also adjusted the figures accordingly. --U3204330 (discuss • contribs) 13:25, 30 October 2021 (UTC)

Journal article on motivations to panic buy

Hi Victoria, I really enjoyed reading your topic development. My chapter is about motivation for panic buying during the pandemic, so there is some crossover in our research. If you wanted to use panic buying as a case study, it could provide a good example of impacted motivation. This is a journal article I found that comprehensively summarises the existing literature on panic buying, and reduces it to 4 primary motivating factors. --M.Pulford (discuss • contribs) 05:52, 29 August 2021 (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 The title is correctly worded and formatted The sub-title is correctly worded and formatted User page Used effectively Description about self provided Consider linking to your eportfolio page and/or any other professional online profile or resume such as LinkedIn. This is not required, but it can be useful to interlink your professional networks. Link provided to book chapter Social contribution Summarised with indirect link(s) to evidence Add direct links to evidence. To do this: View the page history, select the version of the page before and after your contributions, click "compare selected revisions", and then use this website address as a direct link to evidence for listing on your user page. For more info, see Making and summarising social contributions. Add your signature to comments on talk/discussion pages Headings Excellent I like the headings because they are informative, original, and aligned with the focus of the topic. Key points Key points are well developed for each section, with relevant citations For sections which include sub-section include key points for an overview paragraph prior to branching into the sub-headings The chapter has an applied focus, which is great. Research is well covered. Strive to apply motivational theory to help explain the impacts. Excellent use of in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters Excellent use of examples/case studies Move references into the References section. Keep citations in the main body. Conclusion (the most important section): under developed focus on COVID-19 and motivation what might the take-home, practical messages be? in a nutshell, what are the answer(s) to the question(s) in the sub-title? Figure A figure is presented Caption should include Figure X. ... Caption could better explain how the image connects to key points being made in the main text Cite each figure at least once in the main text References Very good For APA referencing style, check and correct: italicisation doi formatting (links should be clickable) Resources See also Excellent External links Use bullet-points Rename links so that they are more user friendly Include source in brackets after link Target an international audience; Australians only represent 0.33% of the world population

-- Jtneill - Talk - c 09:25, 12 September 2021 (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. Chapter marks will be available via UCLearn along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is a basic, but sufficient chapter. The main area for potential improvement is to address an international, rather than Australian, audience. Addressing the topic development feedback could also have helped to improve this chapter. For additional feedback, see the following comments and these copyedits. Overview Reasonable Overview. Address an international audience - Australians are a very small proportion of the human population and Australia has been relatively unaffected by COVID. COVID is a global issue. The focus questions could be improved by being more specific to the topic (i.e., the sub-title). Theory — Breadth Relevant theories are selected and applied to the COVID-19 context. Some theories need further explanation or at least embedded links to more information (e.g., protection motivation theory, social identity theory etc.) Theory — Depth Appropriate depth is provided about the selected theory(ies). As noted, under "breadth", more explanation about key theories is needed. Some useful examples are provided to illustrate theoretical concepts. Research — Key findings Overall, this chapter provides a good overview of relevant research. More detail about key studies would be ideal. Greater emphasis on major reviews and/or meta-analyses would be helpful. Research — Critical thinking Good critical thinking about research is evident. Critical thinking about research could be further evidenced by: describing the methodology (e.g., sample, measures) in important studies considering the strength of relationships suggesting more specific directions for future research Some claims are unreferenced (e.g., see the tags). Integration Discussion of theory and research is well integrated. Conclusion Good, basic summary. Consider adding practical, take-home messages. Written expression — Style Written expression Overall, the quality of written expression is good. Internationalise: Write for an international, not just a domestic audience. Australians make up only 0.32% of the world human population. Australia could be used as a case study. Use 3rd person perspective (e.g., "it") rather than 1st (e.g., "we") or 2nd person (e.g., "you") perspective[1] in the main text, although 1st or 2nd person perspective can work well for case studies or feature boxes. "People" is often a better term than "individuals". Check and correct use of ownership apostrophes (e.g., individuals vs. individual's vs individuals').[2]. Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences. The chapter could be improved by developing some of the bullet-points into full paragraph format. Avoid directional referencing (e.g., "As previously mentioned"). Instead: it is, most often, not needed at all, or use section linking. Layout Sections which branch into sub-sections should include an introductory paragraph before branching into the sub-sections. Grammar The grammar for some sentences could be improved (e.g., see the tags). Grammar-checking tools are available in most internet browsers and word processing software packages. Another option is to share draft work with peers and ask for their assistance. APA style Do not capitalise the names of disorders, therapies, theories, etc.. Use double (not single) quotation marks "to introduce a word or phrase used as an ironic comment, as slang, or as an invented or coined expression; use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" (APA 7th ed., 2020, p. 159). Numbers under 10 should be written in words (e.g., five); numbers 10 and over should be written in numerals (e.g., 10). Direct quotes need page numbers - even better, write in your own words. Figures and tables Use APA style for Figure captions. See example. Figures are very well captioned. Refer to each Table and Figure at least once within the main text (e.g., see Figure 1). Citations use correct APA style. References are not in full APA style. For example: Check and correct use of capitalisation[3] Check and correct use of italicisation Page numbers should be separated by an en-dash (–) rather than a hyphen (-) Written expression — Learning features Overall, the use of learning features is good. Format bullet-points and numbered lists, per [[Motivation and emotion/Tutorials/Introduction|Tutorial Basic use of embedded in-text interwiki links to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts makes the text more interactive. See example. No use of embedded in-text links to related book chapters. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. Good use of image(s). No use of table(s). Good use of feature box(es). Basic use of quiz(zes). Good use of case studies or examples. 1]]. Social contribution ~5 logged, useful, minor/moderate/major social contributions with direct links to evidence.

-- Jtneill - Talk - c 01:31, 5 November 2021 (UTC)

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's UCLearn 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 reasonably good presentation. Overview An opening slide is presented. Show and narrate the correct title and sub-title - this helps to clearly convey the purpose of the presentation. The importance of COVID-19, but not the motivational impacts of COVID-19, are explained. Explain why the motivational impacts are of interest. Consider asking focus questions that lead to take-away messages. Content Comments about the book chapter also apply to this section. The presentation addresses the topic. An appropriate amount of content is presented - not too much or too little. The presentation is well structured. The presentation makes good use of relevant psychological theory. The presentation makes no use of relevant psychological research. The presentation makes basic use of one or more examples or case studies or practical advice. Conclusion A Conclusion slide is presented but it is general/vague and lacks specific take-home message(s). Audio The audio is easy to follow. The presentation makes effective use of narrated audio. Audio communication is clear and well paced. Good intonation to enhance listener interest and engagement. Audio recording quality was excellent. Video Overall, visual display quality is good. The presentation makes good use of text and image based slides. The presentation makes basic use of text-based slides. The font size is sufficiently large to make it easy to read. The visual communication is supplemented by images. The presentation is well produced using simple tools. Meta-data The chapter title but not the sub-title is used in the name of the presentation - the latter would help to clearly convey the purpose of the presentation. A brief written description of the presentation is provided. Consider expanding. Links to and from the book chapter are provided. Licensing Image sources and their copyright status are communicated in a general rather than specific way (e.g., what is the link for each image?). A copyright license for the presentation is not provided.

-- Jtneill - Talk - c 05:23, 16 November 2021 (UTC)