Talk:Motivation and emotion/Book/2022/Work breaks, well-being, and productivity

Proofreading

Hello, it looks like you're making really good progress. I have done some proof-reading and made some changes. I've also changed your overview section to a third-person write-up as James has advised to keep first- and second-person for feature boxes and case studies. I love your opening feature box, though, it makes me tired just reading it. I have also added a reference for the criticism of Hobfoll's resources definition - you may find this useful for further clarifying CoR when applying it to micro-breaks. Good luck with the rest of your chapter, U3141987 (discuss • contribs) 09:20, 10 October 2022 (UTC)

Neurophysiology of short breaks and learning

Hi,

Just wanted to flag a possible scope / throw sub-topic info your way. There's some great thoughts and literature around micro-breaks and their effects on productivity within learning (memory consolidation in particular). It's basically a process of intense work followed by intense rest = optimises learning (which you could view as a form of productivity maybe?). For a general lay-persons overview read https://medium.com/@sams.blog/neuroscience-expert-explains-the-2-step-process-to-learn-anything-ec1095d4a22. Or Google Dr Huberman NSDR process. The underlying biological process is interesting if you like pathophysiology and want to nerd out on some behavioural neuroscience. For some scientific references see https://www.cell.com/cell-reports/pdfExtended/S2211-1247(21)00539-8 & https://www.cell.com/cell-reports/fulltext/S2211-1247(20)30530-1. cheers. U943292 (discuss • contribs) 00:20, 25 August 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 08:55, 2 October 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 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 Excellent – at least one contribution has been made and summarised in a numbered list with direct link(s) to evidence Use a numbered list (see Tutorial 02) Headings Excellent – Simple, clear, well developed 2-level heading structure, with meaningful headings that directly relate to the core topic See earlier comment about Heading casing Key points Excellent development of key points for each section, with relevant citations Overview - Consider adding: Promising balance of theory and research 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 examples/case studies Conclusion (the most important section): Underway Figure Excellent – A relevant figure is presented and it is appropriately captioned Cite each figure at least once in the main text References Good For APA referencing style, check and correct: capitalisation italicisation page numbers should be separated by an en-dash (–) rather than a hyphen (-) Resources See also OK Use bullet-points (see Tutorial 02) Include source in brackets after link Also link to related book chapters External links OK Use bullet-points (see Tutorial 02) Include source in brackets after link

-- Jtneill - Talk - c 08:55, 2 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 an excellent chapter that successfully uses 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 Solid Overview Explains the problem or phenomenon Engages reader interest by introducing a case study and/or example and/or using an image Ideally, focus more on the "solution" (i.e., taking a break!) The focus questions could be improved by being more specific to the topic (i.e., the sub-title) Theory – Breadth Relevant theories are well selected, described, and explained It could be helpful to more clearly distinguish between micro-breaks (e.g., 10 minutes) and longer breaks (e.g., weekends). Consider mentioning the role of sleep and power naps. Build more strongly on other related chapters (e.g., by embedding links to other chapters) Theory – Depth Insightful depth is provided about the selected theory(ies) More perhaps could be said about cognitive fatigue, ego depletion, and restoration via non-directed attention Useful research examples to illustrate key concepts Research – Key findings Relevant research is well reviewed Research – Critical thinking Very good critical thinking about relevant research is evident Critical thinking about research can 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 Claims are referenced Integration Discussion of theory and research is well integrated Conclusion Reasonably good summary Add practical, take-home message(s) Written expression – Style Written expression Overall, the quality of written expression is very good Use active (e.g., "this chapter explored") rather than passive voice (e.g., "this chapter has explored") [1] "People" is often a better term than "individuals" Layout Sections which branch into sub-sections should include an introductory paragraph before branching into the sub-sections Use the default heading style (e.g., size) Grammar Check and correct use of possessive apostrophes (e.g., cats vs cat's vs cats') Use serial commas[2] – they are part of APA style and are generally recommended by grammaticists. See explanatory video (1 min) Abbreviations Abbreviations (such as e.g., i.e., etc.) should only be used inside parentheses 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) Proofreading More proofreading is needed to fix typos and bring the quality of written expression closer to a professional standard Remove unnecessary capitalisation 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) Replace double spaces with single spaces Figures Figures are very well captioned Figure captions use the correct format Refer to each Figure at least once within the main text (e.g., see Figure 1) Tables Table captions should use APA style. See example Refer to each Table at least once within the main text (e.g., see Table 1) Citations are not in full APA style (7th ed.). For example: Use ampersand (&) inside parentheses and "and" outside parentheses A full stop is needed after "et al" (i.e., "et al.") because it is an abbreviation of et alii. 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 Page numbers should be separated by an en-dash (–) rather than a hyphen (-) Written expression – Learning features Overall, the use of learning features is very good Basic 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. Basic use of image(s) Good use of table(s) Very good use of feature box(es) Excellent use of quiz(zes), especially the question with graphs for answers! Good use of case studies or examples Good use of interwiki links in the "See also" section. Use bullet-points. Basic use of external links in the "External links" section Social contribution ~4 logged, useful, moderate social contributions with direct links to evidence Use numbered list

-- Jtneill - Talk - c 05:41, 2 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 basic presentation Overview An opening slide with the title and sub-title is displayed — this helps to clearly convey the purpose of the presentation This presentation has a basic introduction to engage audience interest A context for the topic is established Consider formulating the Overview as focus questions For a 3 min presentation, a 30 second Overview is probably too long Content Comments about the book chapter may also apply to this section Burnout is not focus of this topic, although it is a background factor. Probably not worth 30 secs, although worthy of mention in the Overview. Micro-breaks is the beginning of the key content (~1:20 mins) An appropriate amount of content is presented — not too much or too little The presentation is well structured The presentation makes good use of relevant psychological theory The presentation makes good use of relevant psychological research The presentation includes citations The presentation makes basic use of one or more examples or case studies or practical advice The presentation could be improved by making more use of examples or case studies The presentation provides practical, easy to understand information Conclusion A Conclusion slide is presented with good take-home message(s) Audio The audio is easy to follow Audio at start is snipped Audio communication is well paced Basic intonation Audio recording quality was OK. Review microphone set-up to achieve higher recording quality. Probably an on-board microphone was used (e.g., keyboard and/or mouse clicks were audible). Consider using an external microphone. Video Overall, visual display quality is basic The presentation makes basic use of text and image based slides Some of the font size should be larger to make it easier 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 basically produced using simple tools Meta-data The correct chapter title and sub-title are missing from the name of the presentation — this 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 in a general way. Also provide links to each image and the license details. A copyright license for the presentation is provided

-- Jtneill - Talk - c 21:21, 7 November 2022 (UTC)