Talk:Motivation and emotion/Book/2021/Cognitive evaluation theory and 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 06:54, 29 September 2019 (UTC)

Comment

I thought this link to CET on Wiki may be helpful to add in your book chapter==Comment==

--U3167879 (discuss • contribs) 21:40, 28 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 and sub-title Title/sub-title has been corrected to be consistent with the book table of contents Authorship details have been added to the main book list of chapters. User page Created, with basic description about self Add link to book chapter Social contribution None summarised with links to evidence. Section headings Basic, under-developed 1-level heading structure - could benefit from further development, perhaps using a 2-level structure. See earlier comment about Heading casing. Key points Remove or adapt generic template content. Basic development of key points for some sections. Use bullet-points and numbered lists (per Tutorial 1) 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 rather than having one longer quiz towards the end. Image An image (figure) is presented. Caption almost APA style (needs italics for Figure X and colon should be a period. Increase image size from default so that is more easily readable. 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 Some steps towards full APA style include: 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 None

-- Jtneill - Talk - c 06:54, 29 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 The title is correctly worded and formatted The sub-title is correctly worded and formatted User page Excellent - 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 Well 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. Headings Well developed 2-level heading structure, with meaningful headings that directly relate to the core topic Avoid having sections with 1 sub-heading - use 0 or 2+ sub-headings Key points Key points are well developed for each section, with relevant citations Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters. This is particularly important for this chapter as there are several other chapters about closely related concepts. It is important that this chapter focus strongly on CET, but embeds this info in the broader context of SDT. Overview - Consider adding: a description of the problem focus questions an image (to go with the example(s)) A key point that seems to be missing in the Overview and/or first main section is the "cognitive" part (i.e., that CET proposes that it is the interpretation of the reason for an extrinsic motivator that determines its impact on motivation - i.e., is it informing competence or controlling autonomy?). This becomes more apparent about 1/3rd of the way through the chapter. Avoid directional referencing (e.g., As spoken about above); instead use in-page linking. Example added. There seems to be good coverage of theory; strive to balance with review of relevant research Consider providing a couple of quiz questions per major section rather than a longer quiz towards the end Conclusion (the most important section): well developed could be briefer 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 uses APA style This figure would be better presented as a wiki table rather a static image. Ideally, the figure would be clearly related to CET. References Very good For APA referencing style, check and correct: capitalisation Resources Very good Use bullet-points

-- Jtneill - Talk - c 07:55, 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 areas for potential improvement include: Write in full sentences and paragraphs. Summarise theory more succintly, allowing for greater focus on reviewing relevant research. Use APA style for citations. Provide more targetted links in the See also section. Use bullet points and arrange External links by alphabetical order. For additional feedback, see the following comments and these copyedits. Overview Solid Overview. Perhaps could be improved by moving some of the detail into the main body. Clear focus question(s). Consider introducing a case study or example or using an image to help engage reader interest. Theory — Breadth Good coverage of relevant theory. CET is appropriate embedded within, and linked to, SDT. It is unclear which parts of this chapter are about CET and which parts are about other aspects of SDT. Ideally, make this distinction more clearly. For content about other aspects of SDT, this can be summarised, with embedded links to other book chapters and/or Wikipedia articles. In this way, this chapter can concentrate more exclusively on CET theory, research, and practical examples. Refer to SDT (e.g., through embedded links) and more strongly build on other SDT-related chapters (see Category:Motivation and emotion/Book/Self-determination theory). Theory — Depth Appropriate depth is provided about the selected theory(ies). A more nuanced understanding would be ideal (e.g., this seems too absolute/simplistic: "if you go to work everyday and are being paid (an extrinsic controlling reward) your level of intrinsic motivation will decrease" especially as there is a seemingly contradictory statement later: "rewards independent of a task such as salaries did not affect intrinsic motivation"). Some useful examples are provided to illustrate theoretical concepts. More examples could be useful to illustrate key concepts. Research — Key findings Basic overview of relevant research. Greater emphasis on major reviews and/or meta-analyses would be helpful. Research — Critical thinking Basic 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 discussing the direction of relationships considering the strength of relationships acknowledging limitations suggesting specific directions for future research Some claims are unreferenced (e.g., see the tags). Integration Discussion of theory and research is well integrated. Conclusion Basic summary. Consider reminding the reader about the importance of the problem or phenomenon of interest. Provides practical, take-home messages. Written expression — Style Written expression Overall, the quality of written expression is basic. 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. The chapter could be improved by developing the bullet-points into full paragraph format. "People" is often a better term than "individuals". Layout The chapter is well structured, with major sections using 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. Check and correct use of semi-colons (;) and colons (:). Check and make correct use of commas. Check and correct use of ownership apostrophes (e.g., individuals vs. individual's vs individuals').[2]. Abbreviations Abbreviations (such as e.g., i.e.., etc.) should only be used inside parentheses. Spelling Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour). 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 Refer to each Table and Figure using APA style (e.g., do not use italics, check and correct capitalisation). Citations are not in full APA style (7th ed.). For example: Multiple citations in parentheses should be listed in alphabetical order by first author surname. Check and correct formatting of citations (e.g., Riley., 2016 -> Riley, 2016; Jungert et al., (2016) -> Jungert et al. (2016)) 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 (-) Include properly formatted hyperlinked dois Written expression — Learning features Overall, the use of learning features is good. Basic use of embedded in-text interwiki links to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text more interactive. See example. Basic use of embedded in-text links to related book chapters. Embedding more in-text links to related book chapters helps to integrate this chapter into the broader book project. Use in-text interwiki links, rather than external links, per Tutorial 1. Links to non-peer-reviewed sources should be moved to the external links section. Excellent/Very good/Good/Basic/No use of image(s). Basic use of table(s). Table 1 was difficult to read - improve layout. Good use of feature box(es). Good use of quiz(zes). Very good use of case studies or examples. Social contribution ~7 logged, useful, minor or major social contributions with direct links to evidence. Some contributions were listed more than once.

-- Jtneill - Talk - c 00:55, 9 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 an insufficient presentation because it only partially addresses the topic. The presentation is over the maximum time limit - content beyond 3 mins is ignored for marking and feedback purposes. The most important comments have been been highlighted. Overview An opening slide with the title and sub-title is presented - this helps to clearly convey the purpose of the presentation. Also narrate the sub-title - or elaborate on the sub-title as focus questions. A context for the topic is established. Briefly explain why this topic is important. Consider asking focus questions that lead to take-away messages. Content Comments about the book chapter may also apply to this section. The presentation partially addresses the topic. Mostly what is covered is basic psychological needs theory and motivation, rather than CET and motivation. An appropriate amount of content is presented - not too much or too little. The presentation makes basic use of relevant psychological theory. The presentation makes no use of relevant psychological research. The presentation could be improved by making more use of examples or case studies. Conclusion The Conclusion does not answer the sub-title question: "What is CET and how can it be applied to improving motivation?" Audio The audio is easy to follow. Audio communication is clear and reasonably well paced. Basic intonation. Audio recording quality was good. Maybe an on-board microphone was used (e.g., keyboard/mouse clicks audible). Consider using an external microphone. The narrated content is partially matched to the target topic. Video Overall, visual display quality is good. The presentation makes good use of text and image based slides. The font size is sufficiently large to make it easy to read. The amount of text presented per slide makes it easy to read and listen at the same time. The visual communication is supplemented by images and/or diagrams. The presentation is basically produced using simple tools. The visual content is partially matched to the target topic. Meta-data The chapter title is used, but the sub-title (or a shortened version of it) is not 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. The presentation is incorrectly categorised as being for kids. This introduces limitations, such as being unable to add the presentation to a playlist. More info. Licensing Image sources are communicated. A copyright license for the presentation is provided.

-- Jtneill - Talk - c 10:57, 20 November 2021 (UTC)