Talk:Motivation and emotion/Book/2022/Self-efficacy and achievement

Suggested reference

Hey! I actually wrote an essay on this wayyyyy back in my first year of uni, really interesting topic. From what I can see you are missing quite a few references so I thought I would help you out a bit :D http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.463.1076&rep=rep1&type=pdf --U3202984 (discuss • contribs) 12:12, 15 October 2021 (UTC)

Another reference available for loan in UC library

Hi, I found Bandura's book on self-efficacy. Hope it is helpful.

• REF- Bandura. (1995). Self-efficacy in changing societies.--Alec.cortez (discuss • contribs) 22:48, 13 October 2022 (UTC)

Heading casing

FYI, the recommended Wikiversity heading style uses sentence casing. For example: Self-determination theory rather than Self-Determination Theory Here's an example chapter with correct heading casing: Growth mindset development -- Jtneill - Talk - c 08:09, 6 November 2022 (UTC)

Book 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 solid chapter that makes good use of psychological theory and research to help address a practical, real-world phenomenon or problem For additional feedback, see the following comments and these copyedits Overview Basic Overview Briefly explains the problem or phenomenon Consider introducing a case study or example or using an image to help engage reader interest Add focus questions in a feature box to help guide the reader and structure the chapter Theory – Breadth Relevant theory is reasonably well explained The chapter doesn't wander off into discussion of irrelevant theory Build more strongly on other self-efficacy- and achievement-related chapters (e.g., by embedding links to other chapters in this category: Category:Motivation and emotion/Book/Self-efficacy) Theory – Depth Appropriate depth is provided about the selected theory(ies) Tables and/or lists could be used more effectively to help clearly convey key theoretical information Some useful examples are provided to illustrate theoretical concepts The Reeve (2018) textbook is overused as a citation – instead, utilise primary, peer-reviewed sources Research – Key findings Reasonably good review of relevant research Greater emphasis on effect sizes, major reviews, and/or meta-analyses would be helpful Research – Critical thinking Basic critical thinking about relevant research is evident Critical thinking about research could be further evidenced by: considering the strength of relationships acknowledging limitations pointing out critiques/counterarguments suggesting specific directions for future research Some claims are referenced Some claims are unreferenced (e.g., see the tags) Integration There is reasonably good integration between theory and research Conclusion Key points are well summarised Add practical, take-home message(s) Written expression – Style Written expression Overall, the quality of written expression is basic Use active (e.g., "this chapter explored") rather than passive voice (e.g., "this chapter has explored" or "this chapter will explore") [1][2] Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences. "People" is often a better term than "individuals" Reduce use of weasel words which bulk out the text but don't enhance meaning Avoid directional referencing (e.g., "As previously mentioned"). Instead: it is, most often, not needed at all, or use section linking Layout See earlier comments about heading casing 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. Abbreviations Abbreviations (such as e.g., i.e., et al., etc.) should only be used inside parentheses Proofreading More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard Citations are not in full APA style (7th ed.). For example: Do not include author first name or initials Check and correct how to refer to page numbers If there are three or more authors, cite the first author followed by et al., then year. For example, either: in-text, Smith et al. (2020), or in parentheses (Smith et al., 2020) References are not in full APA style. For example: Check and correct use of capitalisation[3] Check and correct use of italicisation Include hyperlinked dois Written expression – Learning features Overall, the use of learning features is basic No use of embedded in-text interwiki links to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make 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. No use of image(s) No use of table(s) Basic/ use of feature box(es) Basic use of quiz(zes) or reflection questions Excellent use of case studies or examples No use of interwiki links in the "See also" section No use of external links in the "External links" section Social contribution No logged social contributions

-- Jtneill - Talk - c 08:09, 6 November 2022 (UTC)

Multimedia presentation 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 good presentation Overview At the beginning, display and narrate a slide with the title and sub-title to help the viewer understand the purpose of the presentation. There is a slide with the title shown about 30 sec in. This presentation has a basic introduction to engage audience interest Create an engaging introduction to hook audience interest A context for the topic is established Establish a context for the topic, to help the viewer understand The importance of this topic is explained Briefly explain why this topic is important Focus questions are presented Consider asking focus questions that lead to take-away messages. This will help to focus and discipline the presentation. Content Comments about the book chapter may also apply to this section Content focuses on self-efficacy in general, with an academic achievement example. Instead focus on the relationship between self-efficacy and achievement, using theory and research. An appropriate amount of content is presented — not too much or too little The presentation is well structured (i.e., Overview, Content, Conclusion) The presentation makes very good use of relevant psychological theory The presentation makes no use of relevant psychological research The presentation includes citations The presentation makes good use of examples or case studies. Conclusion A Conclusion slide is presented with basic take-home message(s) Audio The audio is easy to follow The presentation makes basic use of narrated audio Audio communication is clear and well paced Good intonation The narration is well polished Audio recording quality was very good Video Overall, visual display quality is good Consider adding the four sources of motivation to the theories of self-efficacy slide The presentation makes basic 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 in a basic way by images and/or diagrams The presentation is well produced using simple tools Meta-data The correct chapter title and sub-title are not used as the name of the presentation — this would help to clearly convey the purpose of the presentation A written description of the presentation is provided Excellent use of time codes A link to the book chapter is provided but the hyperlink isn't active to allow 1-click access A link from the book chapter is provided Licensing Image sources are communicated This presentation violated the copyrights of image owners as images appear to have been used without permission and/or acknowledgement. A copyright license for the presentation is provided on the last slide but not in the meta-data

-- Jtneill - Talk - c 08:55, 8 November 2022 (UTC)