Talk:Motivation and emotion/Book/2023/Physiological needs

Topic selection - Suggestions

@Superghostfresh:

Thanks for selecting this topic. Note that some topics are broader and some are narrower. This is one of the broadest topics (which is fine). This means you'll need to concentrate on providing overviews of key aspects of physiological functioning that influence motivation, with some examples, without going into too much depth on any one aspect of physiological motivation.

This chapter should also embed links to other chapters about specific aspects of physiological motivation (e.g., hunger, thirst etc.).

The Reeve textbook chapter, lecture, and tutorials on physiological motivation should provide a useful guide about what the chapter might cover.

Let me know if I can do anything as you go along.

Sincerely, James -- Jtneill - Talk - c 20:31, 26 July 2023 (UTC)

Evening James,

I had a question in relation to the title feedback you have provided.

In point 3, you have asked me to remove my username. Is this the username that appears at the top of the page before contents?

"Author Page: User:Superghostfresh"

I thought this was the standard format for all book chapters?

Can you please explain, I can remove this if that is what was requested.

Kind regards,

Roy Superghostfresh (discuss • contribs) 10:34, 3 October 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 sub-title is correctly worded and formatted Remove user name – authorship is as per the list of topics and the page's editing history Headings Promising 2-level heading structure – could benefit from further development by expanding the structure I like the second-level headings, but the top-level headings are similar/overlapping - how can they be more unique? 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 A brief, evocative description of the problem/topic is planned 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 Partial development of key points for some sections, with some 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 I think it could be helpful, like the Reeve (2018) chapter, to select a small number of physiological needs as examples. Then link to the related chapters on these specific physiological needs. An important purpose of this chapter is to provide a broad framework which connects into the chapters about specific physiological needs. Conclusion (the most important section): Hasn't been developed Figure A figure is presented, captioned, and cited Caption could better explain how the image connects to key points being made in the main text Consider decreasing image size to make it less dominant in relation to the text Learning feature Include 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) Consider including more examples/case studies, quiz question(s), table(s) etc. References Go beyond the textbook (rather than cite the textbook go to the sources it cites) APA referencing style is very good, but check and correct: italicisation Resources See also Excellent External links One of out of two links provided Use sentence casing Rename links so that they are more user friendly (see Tutorial 02) Include source in brackets after link User page Created – minimal, but sufficient Very brief description about self provided – consider expanding 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 None summarised on user page with direct link(s) to evidence – this was covered in Tutorial 03. Looking ahead to the book chapter submission, see how to earn marks for social contributions.

-- Jtneill - Talk - c 09:49, 29 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 basic, but sufficient chapter Well under the maximum word count, so there is room to expand For additional feedback, see the following comments and these copyedits Overview Reasonably good Engages reader interest by introducing a case study and/or scenario with an image in a feature box (with some editing help) Explains the problem or phenomenon Basic focus questions Theory A basic range of relevant theories are selected, described, and explained Build more strongly on other related chapters and/or Wikipedia articles(e.g., by embedding links to other chapters) Basic depth is provided about relevant theory(ies) No use of tables, figures, and/or lists are to help convey key theoretical information Relies primarily on very old references If you didn't consult an original source (e.g., Hull, 1943), cite it as a secondary source Basic use of examples to illustrate theoretical concepts Research Basic review of relevant research More detail about key studies would be ideal Any systematic reviews or meta-analyses in this area? Greater emphasis on effect sizes could be helpful. Basic 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 Some claims are unreferenced (e.g., see the tags) Integration Basic integration between theory and research The chapter places more emphasis on theory than on research Conclusion Reasonably good summary and conclusion Remind the reader about the importance of the problem or phenomenon of interest Key points are summarised Add practical, take-home message(s) Style Written expression Overall, the quality of written expression is basic Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in parentheses at the end of the sentence. Grammar The grammar for some sentences could be improved (e.g., see the tags) Consider using a grammar checking tool 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')[1] Check and correct use of affect vs. effect Proofreading Remove unnecessary capitalisation APA style Use sentence casing for the names of disorders, therapies, theories, etc. Express numbers < 10 using words (e.g., two) and >= 10 and over using numerals (e.g., 99) Direct quotes need page numbers – even better, write in your own words Figures Figures are briefly captioned Provide more detailed Figure captions to help connect the figure to the text Refer to each Figure at least once within the main text (e.g., see Figure 1) Citations use correct APA style Limited range of references References use correct APA style Check and correct use of capitalisation at the beginning of article sub-title Learning features Basic use of learning features 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. Good use of image(s) No use of table(s) Basic use of feature box(es) Basic use of quiz(zes) and/or reflection question(s) Basic use of case studies or examples Basic use of interwiki links in the "See also" section Minimal use of external links in the "External links" section Social contribution No logged social contributions

-- Jtneill - Talk - c 23:32, 2 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 basic, but sufficient presentation The presentation is over the maximum time limit — content beyond 3 mins is ignored for marking and feedback purposes Overview An opening slide with the sub-title is displayed and narrated. Also display and narrate the title — this helps to clearly convey the purpose of the presentation and to be consistent with the book chapter. This presentation has a basic introduction to engage audience interest Establish a context for the presentation (e.g., by using an example or explaining why it is important), to help the viewer understand 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 There is too much content, in too much detail, presented within the allocated time frame. Zoom out and provide a higher-level presentation at a slower pace. It is best to cover a small amount of well-targetted content than a large amount of poorly selected content. The presentation makes basic use of relevant psychological theory The presentation makes basic use of relevant psychological research Include citations on slides to support claims The presentation makes basic use of one or more examples or case studies or practical advice Conclusion The Conclusion did not fit within the time limit Audio The presentation makes reasonably good use of narrated audio The audio is hesitant in some places Good intonation The narration could benefit from further scripting and practice Audio recording quality was excellent The narrated content is well matched to the target topic (see content) Video Overall, visual display quality is reasonably 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 and/or diagrams The presentation is well produced using simple tools The visual content is well matched to the target topic (see content) Meta-data The chapter sub-title but not the chapter title is used in the name of the presentation. The title would help to clearly convey the purpose of the presentation. Provide an informative description to help viewers decide whether they want to watch 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 creates limitations, such as being unable to add the presentation to a playlist. More info. Licensing Image sources and their copyright status are not provided A copyright license for the presentation is not provided

-- Jtneill - Talk - c 01:41, 9 November 2023 (UTC)