This textbook chapter has been marked according to the marking criteria. Marks are available via login to the unit's Moodle site. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to see what editing changes I have made whilst reading through the chapter. Responses to this feedback can be made by starting a new section below or continuing to improve the chapter if you wish. If you would like further clarification about the marking or feedback, contact the unit convener. If you wish to dispute the marks, see the suggested marking dispute process.
Overall, this chapter was below Pass-level. The main areas for improvement are to develop focus questions, clarify the role of emotion in stress, arousal and coping (probably around using Lazarus and Folkman's (1984) model. There was some confusion that arousal was emotion. Perhaps see Cognitive theories of emotion for an example of some good textbook chapter material in this area. Quite problematic was the lack of evidence of direct consultation of primary peer-reviewed sources, with heavy reliance on a few secondary sources. As a result, the chapter demonstrated little familiarity with research in the area. Little in the way of additional learning features were provided. APA style was poor. Also check some more specific suggestions below and check the edits I made to the chapter as examples of aspects for improvement.
When describing important research findings, try to indicate the size of effects rather than simply whether or not there was an effect or relationship.
The chapter could have benefited from a more developed introduction, with clear focus questions. Getting comments on a chapter plan and/or chapter draft could have helped with this aspect.
Avoid inserting direct quotes as sentences. Either paraphrase and cite or write your own text as a lead in and then incorporate the quote as part as the sentence.
Watch out for over-use of direct quotes - this doesn't provide much evidence about your knowledge and ability it express this knowledge.
This chapter relied too heavily on Reeve (2009). Read and cite primary sources.
Some paragraphs were overly long. Each paragraph should communicate one key idea in three to five sentences.
Learning features
No wiki-links?
No quiz?
No cast study?
APA style
Check APA style for how to do in text citations (e.g., do not include author initials)
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.
This is a solid presentation, with a good presentation style. The content tended to summarise definitional aspects of the three constructs, but lacked focus on theory, integration and research.
The audio was a bit fuzzy (maybe because its from a laptop mic?), but the speaking voice was clear, well-paced and used good intonation.
Stress is clearly defined (but not related to emotion?)
Arousal is explained - but how does it relate to emotion and/or stress
Coping is described briefly
Visualisation is effective - good font size and use of accompanying images (e.g., inverted U)
No summary? But good to see the practical suggestions.
