Talk:Motivation and emotion/Book/2022/Triumph

Resources

Hi, Here are some sources that you might find useful.

Lyubomirsky, S., Sousa, L., & Dickerhoof, R. (2006). The Costs and Benefits of Writing, Talking, and Thinking About Life’s Triumphs and Defeats. Journal of Personality and Social Psychology, 90(4), 692–708. https://doi.org/10.1037/0022-3514.90.4.692

Wildschut, T., Sedikides, C., Arndt, J., & Routledge, C. (2006). Nostalgia: Content, Triggers, Functions. Journal of Personality and Social Psychology, 91(5), 975–993. https://doi.org/10.1037/0022-3514.91.5.975

U3216256 (discuss • contribs) 05:47, 27 August 2022 (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 see editing changes made whilst reviewing this 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 below may also be about all material on the page at the time of providing this feedback.

Title The title is correctly worded and formatted The sub-title is correctly worded and formatted User page Created – minimal, but sufficient 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 At least one contribution has been made and summarised in a numbered list with direct link(s) to evidence Remember to sign comments (e.g., by using 4 tildes) Headings Basic, 1-level heading structure – would benefit from further development, perhaps using a 2-level structure Key points Basic development of key points for some sections, with relevant citations Overview - Consider adding: an evocative description of the problem and what will be covered focus questions an image an example or case study Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters. Consider including more examples/case studies Cite each reference at least once in the main text. Conclusion (the most important section): Hasn't been developed What might the take-home, practical messages be? In a nutshell, what are the answer(s) to the question(s) in the sub-title and/or focus questions? Figure A relevant figure is presented and it is appropriately captioned Cite each figure at least once in the main text References OK For APA referencing style, check and correct: capitalisation italicisation doi formatting page numbers should be separated by an en-dash (–) rather than a hyphen (-) Resources See also Not developed External links Excellent

-- Jtneill - Talk - c 06:40, 26 September 2022 (UTC)

Comment

Hi,

Your chapter looks like it is coming along great. Noticed you didn't have very many 'see also' links. I have found some chapters that may be interesting to include.

Competitiveness: how does it influence motivation?

Motivation to win in sport: what motivates athletes to win?

Kind regards U3190094 (discuss • contribs) 23:21, 11 October 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 good chapter Well under the maximum word count, so there is room to expand For additional feedback, see the following comments and these copyedits Overview Basic Overview Engages reader interest by introducing a case study and/or example and/or using an image Add focus questions in a feature box to help guide the reader and structure the chapter Theory – Breadth Relevant theories are well selected, described, and explained The chapter doesn't wander off into discussion of irrelevant theory Build more strongly on other emotion-related chapters (e.g., by embedding links to other chapters) Theory – Depth Appropriate depth is provided about the selected theory(ies) Key citations are well used Some useful examples are provided to illustrate theoretical concepts Research – Key findings Relevant research is well reviewed More detail about key studies could be useful Research – Critical thinking Very good critical thinking about relevant research is evident Claims are referenced Integration Discussion of theory and research is well integrated Conclusion Reasonably good summary Add practical, take-home message(s) based on focus questions. Written expression – Style Written expression Overall, the quality of written expression is good Use active (e.g., "this chapter explored") rather than passive voice (e.g., "this chapter has explored") [1] [2] 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. Check and make correct use of commas Check and correct use of possessive apostrophes (e.g., cats vs cat's vs cats')[3] Use serial commas[4] – they are part of APA style and are generally recommended by grammaticists. See explanatory video (1 min) Check and correct use of affect vs. effect Check and correct use of that vs. who Spelling Spelling can be improved (e.g., see the tags). Spell-checking tools are available in most internet browsers and word processing software packages. Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) APA style Do not capitalise the names of disorders, therapies, theories, etc. Figures Provide more detailed Figure captions to help connect the figure to the text Figure captions use the correct format Each Figure is referred to at least once within the main text Refer to each Figure using APA style (e.g., do not use italics, check and correct capitalisation) Tables Table captions should use APA style. See example Refer to each Table using APA style (e.g., do not use italics, check and correct capitalisation) Citations use correct APA style References are not in full APA style. For example: Check and correct use of capitalisation[5] 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 relate book chapters helps to integrate this chapter into the broader book project. Basic/ use of image(s) Good use of table(s) Good use of feature box(es) No use of quiz(zes) Very good use of case studies or examples Good use of interwiki links in the "See also" section. Also include relevant Wikipedia article links. Good use of external links in the "External links" section. Include sources in parentheses. Social contribution ~10 logged, useful, minor social contributions with direct links to evidence

-- Jtneill - Talk - c 06:36, 3 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 very good presentation Overview An opening slide with the title and sub-title is displayed and narrated — this helps to clearly convey the purpose of the presentation This presentation has an engaging introduction to hook audience interest A context for the topic is established Focus questions are presented Content Comments about the book chapter may 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 (i.e., Overview, Content, Conclusion) The presentation makes excellent use of relevant psychological theory The presentation makes little use of relevant psychological research Include citations The presentation makes good use of one or more examples or case studies or practical advice The presentation provides practical, easy to understand information Conclusion A Conclusion slide is presented with clear take-home message(s) Audio The audio is easy to follow Good intonation Audio recording quality was excellent Video Overall, visual display quality is very good Check grammar (e.g., What its impacts? (+ question mark); Conclusion - can empower (remove plural)) The presentation makes effective use of text and image based slides + webcam 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 effectively supplemented by images and/or diagrams The presentation is well produced using simple tools Meta-data The chapter title is used, but the sub-title (or a shortened version of it) is not used, as the name of the presentation. The sub-title (or an abbreviation of the sub-title that fits within the 100 character limit) would help to clearly convey the purpose of the presentation. A brief written description of the presentation is provided. Consider expanding. A link to the book chapter is not provided A link from the book chapter is 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 Ideally, provide clickable links to the original image sources (e.g., in the description) This presentation has probably 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 in the presentation description but not in the meta-data

-- Jtneill - Talk - c 11:37, 9 November 2022 (UTC)