Talk:Motivation and emotion/Book/2023/Construal level theory

Initial suggestions

@Daniel Grassia: Thanks for tackling this topic.

This topic invites a motivational lens on a psychological idea that is probably otherwise closest to social psychology and cognitive, so it might be informative to check chapters in these categories and see how you can build on, link to, and integrate with that work:

• Category:Motivation_and_emotion/Book/Cognitive
• Category:Motivation_and_emotion/Book/Social psychology

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

Sincerely, James -- Jtneill - Talk - c 04:42, 5 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 sub-title is correctly worded and formatted Headings Promising 2-level heading structure – could benefit from further development by expanding the structure Consider incorporating "Quick historical notes about CLT" into second main section (after Overview) "Current state of the literature" is a bit broad/vague; consider integrating/embedding this content throughout and dropping this as a stand-alone section Overview Underway; some useful ideas; make this section more appealing Consider rewriting the case study to be more accessible/interesting to hook reader interest. Move the academic content into sections that follow. Alternatively, the plant example could be used. Provide a brief, evocative description of the problem/topic Consider adding an image Sufficient focus questions - could be expanded Use Australian spelling (e.g., ize -> ise) Key points Excellent – key points are well developed for each section, with relevant citations Strive to tie CLT back to motivation Promising balance of theory and research Conclusion (the most important section): Hasn't been developed 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 See Tutorial 2 for how to add figure captions Figure(s) are cited at least once in the main text Learning feature Excellent 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 table(s) References Excellent Minor deviations from APA referencing style Resources See also Excellent External links Excellent User page Excellent – used effectively 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 Very good – at least three different types of contributions with indirect link(s) to evidence If adding the second or subsequent link to a page, create a direct link like / Add direct links to evidence. To do this: View the page history, select the version of the page before and after your contributions, click "compare selected revisions", and then use this website address as a direct link to evidence for listing on your user page. For more info, see Making and summarising social contributions.

-- Jtneill - Talk - c 06:41, 19 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 an excellent chapter. It makes very good to excellent use of psychological theory and research to address a real-world phenomenon or problem. Excellent use of academic, peer-reviewed citations to support claims For additional feedback, see the following comments and these copyedits Overview Solid Tie CLT back to motivation Engages reader interest via a case study or scenario in a feature box; also include a relevant image Although the scenario is helpful, it is still somewhat abstract. Consider using a more concrete example. Explains the problem or phenomenon Basic focus questions Some questions may be too broad What is the relationship between CLT and motivation? Theory An excellent range of relevant theories are selected, described, and explained Builds effectively on related Wikipedia articles Builds on one previous, related chapter Insightful depth is provided about relevant theory(ies) Basic use of tables, figures, and/or lists are to help convey key theoretical information Key citations are well used Reasonably good use of examples to illustrate theoretical concepts Consider using more concrete examples to illustrate theoretical concepts Research Excellent review of relevant research Very 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 Claims are referenced Integration Excellent integration between theory and research Conclusion Vague/general/abstract Insufficient as a clear cohesive summary of the best available psychological theory and research about the topic Remind the reader about the importance of the problem or phenomenon of interest Address the focus questions Add practical, take-home message(s) Style Written expression Overall, the quality of written expression is reasonably good A lot of the writing is quite abstract; stive for the simplest expression of concepts, with clear examples Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. Avoid directional referencing (e.g., "As previously mentioned"). Instead: it is, most often, not needed at all, or use section linking (which is used in several places - well done) Layout Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings Grammar The grammar for some/many 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 Abbreviations Only use abbreviations such as e.g., i.e., et al., etc. inside parentheses, otherwise spell them out Proofreading More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard APA style Use sentence casing for the names of disorders, therapies, theories, etc. Figures Figures are very well captioned Each Figure is referred to at least once within the main text Tables Use APA style for captions. See example Refer to each Table at least once within the main text (e.g., see Table 1) Citations use excellent APA style (7th ed.). For example: List multiple citations in alphabetical order by first author surname References use excellent APA style: The first letter of a sub-title (after a colon) should be capitalised Learning features Excellent use of learning features Very good use of embedded in-text interwiki links to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even 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. Excellent use of image(s) Very good use of table(s) Excellent use of feature box(es) Good use of case studies or examples Basic use of quiz(zes) and/or reflection question(s) Excellent use of interwiki links in the "See also" section Use alphabetical order Excellent use of external links in the "External links" section Use sentence casing Use alphabetical order Social contribution ~7 logged, useful, mostly minor social contributions with mostly direct links to evidence

-- Jtneill - Talk - c 05:20, 19 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 reasonably good presentation The main areas for potential improvement are to provide some more concrete examples, review key research, and to slow down the narration Overview An opening slide with the title and sub-title is displayed and narrated — this helps to clearly convey the purpose of the presentation There is insufficient time allowed to read and digest Figure 1 - consider splitting into separate slides Create an engaging introduction to hook audience interest A context for the presentation is clearly established through an example Focus questions and/or an outline of topics are presented, but they are a long way into the presentation (45 seconds) Content Comments about the book chapter may also apply to this section The presentation addresses the topic The presentation makes very good use of relevant psychological theory The presentation makes insufficient/no use of relevant psychological research Ideally, make more explicit use of research The presentation makes excellent use of citations to support claims 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 Conclusion A conclusion is presented with a good summary of the most relevant psychological theory and research about this topic Expand about how the take-home message can be used to improve our everyday lives The Conclusion only partly fitted within the time limit The Conclusion did not fit within the time limit Audio The presentation makes reasonably good use of narrated audio Consider slowing down and leaving longer pauses between sentences. This can help the viewer to cognitively digest the information that has just been presented before moving on to the next point. Reasonably good intonation The narration is reasonably well practiced and/or performed Audio recording quality was basic Review microphone set-up to achieve higher recording quality. The narrated content is well matched to the target topic but lacked synthesis of the best psychological research about this topic Video Overall, visual display quality is reasonably good The presentation makes reasonably good use of text and image based slides The font size is sufficiently large to make it easy to read Consider using a sans-serif typeface without shadow to make the text easier to read The amount of text presented per slide could be reduced to make it easier to read and listen at the same time The visual communication is supplemented in a reasonably good way by images and/or diagrams The presentation is basically produced using simple tools The visual content is well matched to the target topic but lacked synthesis of the best psychological research about this topic Meta-data The video title does not match the chapter title and sub-title — this would help to clearly convey the purpose of the presentation and be more consistent A written description of the presentation is provided Excellent use of time codes 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 in the presentation description but not in the meta-data

-- Jtneill - Talk - c 20:47, 21 November 2023 (UTC)