Talk:Motivation and emotion/Book/2023/Deference emotion system

Initial suggestions

@U3216127: Thanks for tackling this topic. Some initial suggestions:

• Check out other related chapters and see how you can build on, link to, and integrate with that work:
  • Category:Motivation and emotion/Book/Emotion
  • Category:Motivation and emotion/Book/Social psychology
• What psychological theories can help to understand? What is the main research in this area?

Let me know if I can do anything else as you go along. Sincerely, James -- Jtneill - Talk - c 23:07, 9 August 2023 (UTC)

Topic development feedback

The topic development submission 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 for 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.

Title The title is correctly worded and formatted The wording of the sub-title is incorrect. Be consistent with the book table of contents. Remove user name – authorship is as per the list of topics and the page's editing history Headings Basic, 3-level heading structure – would benefit from further development, perhaps using a 2-level structure and fleshing out Very general headings (e.g., what is motivation?) not needed - cut to the chase (i.e., the actual topic) Remove test yourself heading - integrate/embed quiz question(s) in the most relevant section(s) Adopt closer alignment between the sub-title, focus questions, and top-level headings Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings Overview Add a scenario or case study into a feature box (with an image) at the start of this section to help catch reader interest Description of the problem/topic should be brief and evocative. Keep this section user-friendly. Move detail into subsequent section. Closer alignment between the sub-title, focus questions, and top-level headings is recommended Open-ended focus questions are usually better than closed-ended (e.g., yes/no) questions Key points Promising development of key points for each section, with relevant citations Avoid providing too much background information. Briefly summarise general concepts and provide internal wiki links to relevant book chapters and/or Wikipedia pages for further information. Then focus most of the content of this on directly answering the core question(s) posed by the chapter sub-title. Strive for an integrated balance of theory and research, with practical examples Conclusion (the most important section): Underway What might the take-home, practical messages be? (What are the answer(s) to the question(s) in the sub-title and/or focus questions?) Figure A relevant 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 Figure(s) are cited at least once in the main text Cite each figure at least once in the main text Learning feature Promising use of in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters Promising use of example(s)/case study(ies) Promising use of quiz question(s) References OK Move non-academic / non-peer reviewed sources to External links For APA referencing style, check and correct: capitalisation italicisation make doi hyperlinks active (i.e., clickable) Resources See also OK Also link to relevant Wikipedia pages External links Move Wikiversity and Wikipedia links to the See also section Very good User page Good 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 three different types of contributions - two direct link(s) to evidence and one indirect link (to X/Twitter - unable to verify)

-- Jtneill - Talk - c 21:33, 27 September 2023 (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 very good chapter. It makes very good use of psychological theory and research to address a real-world phenomenon or problem. Under the maximum word count, so there is room to expand For additional feedback, see the following comments and these copyedits Overview Well developed Engages reader interest by introducing a case study and/or scenario with an image in a feature box Clearly explains the problem or phenomenon Clear focus questions Theory A very good range of relevant theories are selected, described, and explained This is a challenging topic as there is not a lot of existing material. Overall, I think the chapter does an impressive job of relating existing motivational theory to the idea of a deference emotion system. I think it could be helpful to describe more about Scheff's conceptualisation Builds very effectively on related chapters and Wikipedia articles Very good depth is provided about relevant theory(ies) Some use of tables, figures, and/or lists are to help convey key theoretical information Very good use of examples to illustrate theoretical concepts Research Very good review of relevant research More detail about key studies would be ideal Good critical thinking about relevant 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 pointing out critiques/counterarguments suggesting specific directions for future research Integration Good to very good integration between theory and research Conclusion Good summary and conclusion Remind the reader about the importance of the problem or phenomenon of interest Key points are summarised Add clearer practical, take-home message(s) Style Written expression Overall, the quality of written expression is very good Embed direct quotes within sentences and paragraphs, rather than presenting them holus-bolus. Even better, communicate the concept in your own words. Abbreviations Only use abbreviations (such as e.g., i.e., et al., etc.) inside parentheses Proofreading is very good APA style 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" (APA 7th ed., 2020, p. 159) Direct quotes need page numbers – even better, write in your own words Figures Figures are very well captioned Each Figure is referred to at least once within the main text Citations and references use a mixture of styles - adopt a single style throughout correct APA style Learning features Excellent use of learning features Excellent use of embedded in-text interwiki links to Wikipedia articles 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. Excellent use of image(s) No use of table(s) Excellent use of feature box(es) Basic use of quiz(zes) and/or reflection question(s) The quiz questions could be improved by being more focused on the key points and/or take-home messages Excellent use of case studies or examples Excellent use of interwiki links in the "See also" section Good use of external links in the "External links" section Social contribution ~3 logged, useful social contributions with direct links to evidence

-- Jtneill - Talk - c 07:52, 3 November 2023 (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 a basic introduction to engage audience interest A context for the presentation is clearly established through an example 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 The presentation addresses the topic An appropriate amount of content is presented — not too much or too little The presentation makes very good use of relevant psychological theory The presentation makes basic use of relevant psychological research Ideally, make more explicit use of research The presentation includes citations to support claims Remove author initials from citations The presentation is somewhat abstract, so could be improved by making more use of examples or case studies Conclusion A Conclusion slide is presented with clear take-home message(s) Audio The presentation makes good use of narrated audio Consider slowing down. This can help the viewer to cognitively digest the information. Good intonation The narration is well practiced and/or performed Audio recording quality was very good The narrated content is well matched to the target topic (see content) Video Overall, visual display quality is very 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 visual communication is supplemented in a basic way by images The presentation is well produced using simple tools The visual content is well matched to the target topic (see content) 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 very brief written description of the presentation is provided. Expand. Links to and from the book chapter are provided An inactive hyperlink to the book chapter is provided because the YouTube user account does not yet have access to advanced features The presentation is incorrectly categorised as being for kids. This creates limitations, such as being unable to add the presentation to a playlist. More info. Licensing Image sources and their copyright status are communicated A copyright license for the presentation is provided

-- Jtneill - Talk - c 10:51, 11 November 2023 (UTC)