Motivation and emotion/Book/2026/Eco-emotions
What are eco-emotions, how do they influence behaviour, and how can they be managed?
Overview
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Paige regularly encounters information about climate change, bushfires, biodiversity loss, pollution, and other environmental problems through university, news, and social media. When she thinks about these issues, Paige experiences a range of emotions. She sometimes feels worried about the future, sad about environmental destruction, angry about perceived inaction, and guilty about the environmental impact of some of her own behaviours. These emotions sometimes motivate Paige to reduce waste, use public transport, participate in environmental activities, and encourage friends to make environmentally responsible choices. However, at other times, Paige feels overwhelmed by the scale of environmental problems and avoids climate-related news because it makes her anxious. Paige's experiences illustrate how environmental issues can evoke different emotional responses and how these emotions may influence behaviour in different ways (see Figure 1). Throughout the chapter, Paige's experiences will be revisited to explore what eco-emotions are, how they can motivate environmental action or contribute to avoidance, and how they can be managed while maintaining psychological wellbeing.
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- Environmental problems such as climate change, biodiversity loss, pollution, and ecological degradation can generate a wide range of emotional responses.
- These responses, often described as eco-emotions or climate emotions, can include anxiety, worry, grief, sadness, anger, guilt, shame, hope, and compassion.
- Eco-emotions are not necessarily signs of psychological dysfunction because emotional responses to genuine environmental threats can be understandable and potentially adaptive.
- Eco-emotions can influence motivation and behaviour, potentially encouraging environmental action, information seeking, collective engagement, avoidance, or disengagement.
- The same emotion may have different behavioural consequences depending on its intensity, the situation, how the person interprets the environmental problem, and whether they believe they can do something about it.
- Understanding eco-emotions can therefore help explain why environmental concerns sometimes motivate constructive action but can also contribute to distress, helplessness, or avoidance.
- Psychological science can help explain how eco-emotions develop, how they affect behaviour, and how individuals and communities can respond to them in ways that support wellbeing and constructive environmental engagement.
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Focus questions:
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What are eco-emotions?
[edit | edit source]- Eco-emotions are emotional responses associated with environmental change, environmental degradation, climate change, and people's relationships with the natural environment.
- People can experience several eco-emotions at the same time or experience different emotions as environmental situations change.
- Eco-emotions can develop through direct experiences of environmental change or indirect exposure through news, social media, education, and conversations.
- Eco-emotions may be influenced by how people interpret environmental threats and their perceived significance.
Planning note: This section will establish a clear definition of eco-emotions before discussing their effects. A key theoretical or review source will be used here.
Different types of eco-emotions
[edit | edit source]- Threat-related emotions can include anxiety, worry, and fear about environmental problems and their consequences.
- Loss-related emotions can include grief and sadness following environmental destruction, biodiversity loss, or changes to personally meaningful places.
- Moral emotions can include guilt and shame when people believe their behaviour contributes to environmental harm.
- Anger and frustration may occur when environmental problems are perceived as unjust or when people believe that others are failing to respond appropriately.
- Positive eco-emotions can include hope, compassion, inspiration, and feelings of connection with nature.
- Different emotions can coexist. For example, Paige may feel anxious about climate change while also feeling hopeful that collective action can produce positive change.
Planning note: I will avoid presenting emotions as simply “positive” or “negative” because an emotion can have different effects depending on the context.
How do eco-emotions develop?
[edit | edit source]- Eco-emotions can develop through people's interpretations or appraisals of environmental threats.
- The perceived severity, immediacy, and personal relevance of an environmental problem may influence emotional intensity.
- Direct experiences of environmental events may produce different emotional responses from learning about environmental problems through media.
- Personal values, environmental identity, previous experiences, and social relationships may influence emotional responses.
- Perceptions of control and beliefs about whether action is possible may influence whether environmental concerns produce motivation or helplessness.
- People may therefore experience different emotions when exposed to the same environmental information.
Planning note: This subsection could introduce appraisal and motivation concepts without going too deeply into psychological theory.
How do eco-emotions influence behaviour?
[edit | edit source]- Eco-emotions can influence attention, motivation, decision-making, coping, and environmental behaviour.
- Emotional responses do not automatically determine behaviour because behavioural outcomes may depend on emotional intensity, perceived efficacy, available opportunities, and social context.
- The same emotion can contribute to constructive action in one situation but avoidance or disengagement in another.
Planning note: This section directly answers the second part of the subtitle. I will focus on the pathway from emotion → motivation → behaviour.
Positive eco-emotions and environmental action
[edit | edit source]- Hope may encourage people to remain engaged with environmental problems by focusing attention on the possibility of positive outcomes.
- Compassion may encourage concern for people, animals, and ecosystems affected by environmental problems.
- Feelings of connection with nature may strengthen motivation to protect the environment.
- Positive emotions may help people maintain engagement when environmental action requires sustained effort.
- Hope is unlikely to guarantee environmental action because behaviour is also influenced by factors such as knowledge, opportunity, efficacy, and social norms.
Planning note: “Positive” does not necessarily mean that an emotion always produces positive behaviour. The final chapter should make this distinction clear.
Negative eco-emotions and environmental action
[edit | edit source]- Worry and concern may increase attention to environmental problems and encourage information seeking or behavioural change.
- Anger may motivate people to challenge perceived environmental injustice or participate in collective action.
- Guilt may encourage people to reconsider behaviours that they believe contribute to environmental harm.
- Negative emotions can therefore sometimes motivate constructive environmental behaviour.
- The effect may depend on whether people believe that they have effective ways to respond.
Planning note: This section will challenge the assumption that negative emotions are always harmful. Some unpleasant emotions may have motivational functions.
Note: Also not sure if I am getting to off topic with the positive and negative reactions stuff.
Avoidance and disengagement
[edit | edit source]- Strong or overwhelming emotions may sometimes interfere with constructive environmental engagement.
- Anxiety may lead some people to avoid environmental information or conversations that trigger uncomfortable feelings.
- People may experience helplessness when environmental problems appear too large or complex for individual action to make a difference.
- Hopelessness may reduce motivation when people believe that environmental outcomes cannot be improved.
- Avoidance may provide short-term emotional relief while reducing opportunities for information seeking, problem-solving, and environmental action.
Planning note: Paige's avoidance of climate-related news could be used here as the example.
The role of efficacy
[edit | edit source]- Perceived self-efficacy refers to beliefs about one's ability to perform behaviours that can influence outcomes.
- Collective efficacy refers to beliefs that groups or communities can work together to create meaningful change.
- Environmental concern combined with high perceived efficacy may encourage action.
- Environmental concern combined with low perceived efficacy may contribute to helplessness or avoidance.
- Creating realistic opportunities for individual and collective action may help people translate eco-emotions into constructive behaviour.
Planning note: This may be an important link between emotions and behaviour. I will look for research examining efficacy as a possible explanation for different behavioural outcomes.
What are the positive and negative outcomes of eco-emotions?
[edit | edit source]Note: Not sure if this section is going off topic
- Eco-emotions can have both beneficial and harmful outcomes depending on their type, intensity, context, and how people respond to them.
- Positive outcomes may include increased environmental awareness, motivation, engagement, social connection, and pro-environmental behaviour.
- Negative outcomes may include distress, anxiety, helplessness, avoidance, reduced wellbeing, and disengagement.
- An emotion itself should not automatically be classified as beneficial or harmful because the outcome may depend on how it is experienced and managed.
Planning note: This section will make the positive/negative distinction more explicit and answer the third focus question.
Positive outcomes
[edit | edit source]- Eco-emotions may increase the personal importance of environmental issues.
- Emotional engagement may encourage people to change behaviours or participate in environmental activities.
- Shared environmental emotions may encourage social connection and collective action.
- Hope and perceived efficacy may support persistence when environmental problems require long-term action.
- Experiencing concern for the environment may encourage people to align their behaviour with their values.
Planning note: This section will connect emotional experiences with motivation and wellbeing rather than suggesting that environmental action is always the outcome.
Negative outcomes
[edit | edit source]- Persistent environmental worry may contribute to emotional distress.
- Eco-anxiety may interfere with concentration, sleep, daily functioning, or wellbeing when it becomes intense or persistent.
- Grief may occur in response to environmental losses and changes to meaningful places or ecosystems.
- Feelings of helplessness or hopelessness may contribute to disengagement.
- Emotional overwhelm may cause people to avoid environmental information or discussions.
Note: Careful! don't pathologies normal environmental concern. The final chapter should distinguish understandable emotional responses from distress that significantly interferes with functioning.
Individual and social differences
[edit | edit source]- People differ in the intensity and types of eco-emotions they experience.
- Previous experiences with environmental events may influence responses to later environmental threats.
- Personal values, environmental identity, social relationships, and cultural context may influence eco-emotions.
- People directly affected by environmental disasters may experience different responses from people who encounter environmental problems mainly through media.
- Social and economic circumstances may influence both exposure to environmental threats and access to coping resources.
- Eco-emotions can also be collective experiences because environmental problems can affect families, communities, cultures, and societies.
Planning note: This section will help avoid presenting eco-emotions as universal experiences that affect everyone in the same way.
How can eco-emotions be managed?
[edit | edit source]- Managing eco-emotions does not necessarily mean eliminating unpleasant emotions or avoiding environmental problems.
- Constructive management may involve recognising emotions, regulating distress, maintaining realistic hope, and identifying meaningful ways to respond.
- Psychological strategies can help people maintain wellbeing while remaining engaged with environmental issues.
- Management can occur at individual, interpersonal, community, and collective levels.
Recognising and regulating emotions
[edit | edit source]- Identifying and naming an emotional response can help people understand what they are experiencing.
- Recognising that uncomfortable eco-emotions can be understandable responses to environmental problems may reduce pressure to suppress them.
- Emotion regulation strategies may help people manage the intensity and expression of difficult emotions.
- Cognitive reappraisal may help people interpret environmental situations realistically without becoming overwhelmed.
- Healthy emotion regulation does not require denying the seriousness of environmental problems.
Planning note: Look for evidence-based psychological approaches to emotion regulation rather than presenting general wellbeing advice without evidence.
Turning emotions into constructive action
[edit | edit source]- Environmental concerns can sometimes be channelled into achievable and meaningful behaviours.
- Setting realistic environmental goals may increase a person's sense of agency.
- Individual actions can allow people to behave consistently with their environmental values.
- Collective action can provide opportunities to work with others towards shared environmental goals.
- Meaningful action may reduce helplessness by providing a sense that one's behaviour contributes to a larger response.
- Paige could focus on specific achievable actions rather than feeling responsible for solving every environmental problem herself.
Planning note: This will link back to Paige and demonstrate how management can involve responding to emotions rather than simply trying to remove them.
Social connection and collective coping
[edit | edit source]- Social support can provide opportunities to discuss and process difficult eco-emotions.
- Talking with friends, family, peers, or community members may reduce feelings of isolation.
- Collective environmental action can provide a sense of belonging and shared purpose.
- Working with others may strengthen perceptions of collective efficacy.
- Communities can provide practical and emotional resources for responding to environmental challenges.
- Social approaches are important because environmental problems are not solely individual problems and often require collective responses.
Planning note: This section will consider whether managing eco-emotions should be viewed as an individual responsibility or as something that can also be supported collectively.
Learning features
[edit | edit source]- Interactive learning features bring online book chapters to life and can be embedded throughout the chapter.
- Collective Action Theory - belief that through collective action ones group could make change.
Case studies
[edit | edit source]- Bystander Effect on Climate Change as example.
- Suffragettes
- Case studies describe real-world examples of concepts in action.
- Case studies can be real or fictional.
- A case study could be split into multiple sections throughout a chapter to illustrate different theories or stages.
- It is often helpful to present case studies using feature boxes.
Feature boxes
[edit | edit source]- Important content can be highlighted in a feature box. But don't overuse feature boxes, otherwise they lose their effect. There are several ways of creating boxes. Recommended: Pretty boxes).
- Consider using feature boxes for:
- Focus questions
- Case studies or examples
- Quiz questions
- Take-home messages
A very simple box can be created by using a space at the start of the line
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Figures
[edit | edit source]
- Use figures to illustrate concepts, add interest, and to serve as examples
- Figures can show photos, diagrams, graphs, etcetera
- Figures can be embedded throughout the chapter, including the Overview section
- Figures should be captioned (using Figure #. and a description). Captions explain the relevance of the image to the text/
- Wikimedia Commons provides a library of embeddable images
- Images can also be uploaded to Wikimedia Commons if they are openly licensed
- Refer to each figure at least once in the main text (e.g., see Figure 2)
Links
[edit | edit source]- When key words are introduced, use interwiki links
- These links can go to:
- Wikipedia (e.g., Sigmund Freud wrote about (e.g., dreams) or
- Related book chapters (e.g., if your are struggling, you might be interested to read the chapter about writer's block)
Tables
[edit | edit source]- Use tables to organise and summarise information
- As with figures, tables should be captioned (e.g., see Table 1)
- Refer to each table at least once in the main text (e.g., see Table 1)
- Example 3 x 3 tables which could be adapted
Table 1. Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model
| Known to self | Not known to self | |
|---|---|---|
| Known to others | Open area | Blind spot |
| Not known to others | Hidden area | Unknown |
Quizzes
[edit | edit source]- Using one or two review questions per major section is usually better than a long quiz at the end
- Quiz conceptual understanding, rather than trivia
- Don't make quizzes too hard
- Different types of quiz questions are possible; see Quiz
Example simple quiz questions. Choose your answers and click "Submit":
Conclusion
[edit | edit source]- Eco-emotions are diverse emotional responses to environmental problems and include anxiety, worry, grief, anger, guilt, hope, compassion, and other emotions.
- Eco-emotions are not inherently positive or negative; their effects depend on factors such as intensity, context, appraisal, efficacy, and coping.
- Both positive and negative eco-emotions can be associated with environmental behaviour.
- Worry, hope, anger, guilt, and other emotions may sometimes motivate environmental action, while overwhelming distress may contribute to avoidance or disengagement.
- Eco-emotions can therefore have both positive outcomes, such as motivation, agency, and collective engagement, and negative outcomes, such as distress and impaired wellbeing.
- Managing eco-emotions does not necessarily mean suppressing or eliminating them. Instead, constructive management may involve emotion regulation, realistic hope, perceived efficacy, social support, and meaningful action.
- Psychological science can help people understand their emotional responses to environmental problems while identifying ways to remain engaged without becoming overwhelmed.
- Note: Focus a little more on the suggestions for this section and make sure i cover them.
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See also
[edit | edit source]Provide up to 6 internal (wiki) links to relevant Wikiversity pages (esp. related motivation and emotion book chapters) and Wikipedia articles. For example:
- Cognitive dissonance and motivation (Book chapter, 2021)
- Collaborative authoring using wiki (Wikiversity)
- David McClelland (Wikipedia)
- Light triad (Book chapter, 2021)
- Self determination theory (Wikipedia)
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References
[edit | edit source]Use for: Definition of climate-related emotions; appraisal; relationship between emotion and environmental behaviour.
Cunsolo, A., & Ellis, N. R. (2018). Ecological grief as a mental health response to climate change-related loss. Nature Climate Change, 8, 275–281. https://doi.org/10.1038/s41558-018-0092-2
Use for: Eco-grief, environmental loss, and psychological wellbeing.
Cunsolo Willox, A., et al. (2021). Anxiety, worry, and grief in a time of environmental and climate crisis: A narrative review. Annual Review of Environment and Resources, 46, 35–58. https://doi.org/10.1146/annurev-environ-012220-022716
Use for: Negative eco-emotions, wellbeing, constructive worry, and coping.
Hamilton, J., Hartter, J., Lemieux, C. J., & Turner, S. (2022). Exploring the relationship between climate change and mental health in young people. International Journal of Environmental Research and Public Health, 19, 12254.
Use for: Australian young people, eco-anxiety, powerlessness, optimism, climate action, and perceived control.
Hogg, T. L., Stanley, S. K., O'Brien, L. V., Wilson, M. S., & Watsford, C. R. (2021). The Hogg Eco-Anxiety Scale: Development and validation of a multidimensional scale. Global Environmental Change, 71, 102391. https://doi.org/10.1016/j.gloenvcha.2021.102391
Use for: Eco-anxiety and its cognitive, emotional, and functional dimensions.
Ojala, M. (2012). Hope and climate change: The importance of hope for environmental engagement among young people. Environmental Education Research, 18(5), 625–642. https://doi.org/10.1080/13504622.2011.637157
Use for: Hope, environmental engagement, young people, and constructive coping.
Pihkala, P. (2022). Toward a taxonomy of climate emotions. Frontiers in Climate, 3, 738154. https://doi.org/10.3389/fclim.2021.738154
Use for: Main theoretical framework and taxonomy of climate emotions.
Stanley, S. K., Hogg, T. L., Leviston, Z., & Walker, I. (2021). From anger to action: Differential impacts of eco-anxiety, eco-depression, and eco-anger on climate action and wellbeing. The Journal of Climate Change and Health, 1, 100003. https://doi.org/10.1016/j.joclim.2021.100003
Use for: Comparison of eco-anxiety, eco-depression, and eco-anger; behaviour and wellbeing.Grau, M. (2025). Beyond “hope”: Constructive anger as a force in sustained climate action. Pastoral Psychology, 74, 113–129. https://doi.org/10.1007/s11089-024-01196-x
Use for: Constructive anger, hope, and sustained collective action.
[2026 meta-analysis] From anxiety to hope: Do climate change-related emotions influence actual environmental behaviour? (2026). Journal of Environmental Psychology, 110, 102939. https://doi.org/10.1016/j.jenvp.2026.102939
Use ifor: Strong recent evidence linking multiple eco-emotions with actual pro-environmental behaviour.
[2025 emotion-regulation study] Climate anxiety — impairment and/or activation? Exploring the roles of mindfulness and emotion regulation. (2025). Journal of Environmental Psychology, 105, 102664.
Use for: Emotion regulation, mindfulness, impairment, avoidance, and climate activism.
External links
[edit | edit source]Provide up to 6 external links to relevant resources such as presentations, news articles, and professional sites. Use sentence casing. For example:
- Six top tips for writing a great essay (University of Melbourne)
- The importance of structure (skillsyouneed.com)
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Case studies
[edit | edit source]- Case studies describe real-world examples of concepts in action.
- Case studies can be real or fictional.
- A case study could be split into multiple sections throughout a chapter to illustrate different theories or stages.
- It is often helpful to present case studies using feature boxes.
Feature boxes
[edit | edit source]- Important content can be highlighted in a feature box. But don't overuse feature boxes, otherwise they lose their effect. There are several ways of creating boxes. Recommended: Pretty boxes).
- Consider using feature boxes for:
- Focus questions
- Case studies or examples
- Quiz questions
- Take-home messages
A very simple box can be created by using a space at the start of the line
|
Figures
[edit | edit source]- Use figures to illustrate concepts, add interest, and to serve as examples
- Figures can show photos, diagrams, graphs, etcetera
- Figures can be embedded throughout the chapter, including the Overview section
- Figures should be captioned (using Figure #. and a description). Captions explain the relevance of the image to the text/
- Wikimedia Commons provides a library of embeddable images
- Images can also be uploaded to Wikimedia Commons if they are openly licensed
- Refer to each figure at least once in the main text (e.g., see Figure 2)
Links
[edit | edit source]- When key words are introduced, use interwiki links
- These links can go to:
- Wikipedia (e.g., Sigmund Freud wrote about (e.g., dreams) or
- Related book chapters (e.g., if your are struggling, you might be interested to read the chapter about writer's block)
Tables
[edit | edit source]- Use tables to organise and summarise information
- As with figures, tables should be captioned (e.g., see Table 1)
- Refer to each table at least once in the main text (e.g., see Table 1)
- Example 3 x 3 tables which could be adapted
Table 1. Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model
| Known to self | Not known to self | |
|---|---|---|
| Known to others | Open area | Blind spot |
| Not known to others | Hidden area | Unknown |
Quizzes
[edit | edit source]- Using one or two review questions per major section is usually better than a long quiz at the end
- Quiz conceptual understanding, rather than trivia
- Don't make quizzes too hard
- Different types of quiz questions are possible; see Quiz
Example simple quiz questions. Choose your answers and click "Submit":
Conclusion
[edit | edit source]- The Conclusion is arguably the most important section
- The Conclusion is typically 150 to 330 words
- What are the take-home messages likely to be?
- It should be possible for someone to only read the Overview and the Conclusion and still get a good idea of the problem and what is known based on psychological science
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See also
[edit | edit source]Provide up to 6 internal (wiki) links to relevant Wikiversity pages (esp. related motivation and emotion book chapters) and Wikipedia articles. For example:
- Cognitive dissonance and motivation (Book chapter, 2021)
- Collaborative authoring using wiki (Wikiversity)
- David McClelland (Wikipedia)
- Light triad (Book chapter, 2021)
- Self determination theory (Wikipedia)
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References
[edit | edit source]List cited references in APA style (7th ed.) or wiki style.
APA style example:
Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. Motivation Science, 4(4), 281–300. https://doi.org/10.1037/mot0000091
Sears, C. R., Boyce, M. A., Boon, S. D., Goghari, V. M., Irwin, K., & Boyes, M. (2017). Predictors of student satisfaction in a large psychology undergraduate program. Canadian Psychology/Psychologie Canadienne, 58(2), 148–160. https://doi.org/10.1037/cap0000082
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External links
[edit | edit source]Provide up to 6 external links to relevant resources such as presentations, news articles, and professional sites. Use sentence casing. For example:
- Six top tips for writing a great essay (University of Melbourne)
- The importance of structure (skillsyouneed.com)
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This template provides tips for the topic development exercise.
Gradually remove these suggestions as the chapter develops.
Also consult the book chapter guidelines.
Overview
[edit | edit source]
Imagine ... a scenario or case study which illustrates the problem and engages reader interest. Consider including an image (see Figure 1). The scenario could be presented in a feature box.
The Overview is typically 180 to 330 words.
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Focus questions:
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Main headings
[edit | edit source]- Aim for three to six main headings between the Overview and Conclusion
- Sub-headings can also be used, but avoid having sections with only one sub-heading
Key points
[edit | edit source]- Provide at least 3 bullet-points per heading, including for the Overview and Conclusion
- Include key citations
Learning features
[edit | edit source]- Interactive learning features bring online book chapters to life and can be embedded throughout the chapter.
Case studies
[edit | edit source]- Case studies describe real-world examples of concepts in action.
- Case studies can be real or fictional.
- A case study could be split into multiple sections throughout a chapter to illustrate different theories or stages.
- It is often helpful to present case studies using feature boxes.
Feature boxes
[edit | edit source]- Important content can be highlighted in a feature box. But don't overuse feature boxes, otherwise they lose their effect. There are several ways of creating boxes. Recommended: Pretty boxes).
- Consider using feature boxes for:
- Focus questions
- Case studies or examples
- Quiz questions
- Take-home messages
A very simple box can be created by using a space at the start of the line
|
Figures
[edit | edit source]- Use figures to illustrate concepts, add interest, and to serve as examples
- Figures can show photos, diagrams, graphs, etcetera
- Figures can be embedded throughout the chapter, including the Overview section
- Figures should be captioned (using Figure #. and a description). Captions explain the relevance of the image to the text/
- Wikimedia Commons provides a library of embeddable images
- Images can also be uploaded to Wikimedia Commons if they are openly licensed
- Refer to each figure at least once in the main text (e.g., see Figure 2)
Links
[edit | edit source]- When key words are introduced, use interwiki links
- These links can go to:
- Wikipedia (e.g., Sigmund Freud wrote about (e.g., dreams) or
- Related book chapters (e.g., if your are struggling, you might be interested to read the chapter about writer's block)
Tables
[edit | edit source]- Use tables to organise and summarise information
- As with figures, tables should be captioned (e.g., see Table 1)
- Refer to each table at least once in the main text (e.g., see Table 1)
- Example 3 x 3 tables which could be adapted
Table 1. Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model
| Known to self | Not known to self | |
|---|---|---|
| Known to others | Open area | Blind spot |
| Not known to others | Hidden area | Unknown |
Quizzes
[edit | edit source]- Using one or two review questions per major section is usually better than a long quiz at the end
- Quiz conceptual understanding, rather than trivia
- Don't make quizzes too hard
- Different types of quiz questions are possible; see Quiz
Example simple quiz questions. Choose your answers and click "Submit":
Conclusion
[edit | edit source]- The Conclusion is arguably the most important section
- The Conclusion is typically 150 to 330 words
- What are the take-home messages likely to be?
- It should be possible for someone to only read the Overview and the Conclusion and still get a good idea of the problem and what is known based on psychological science
|
|
See also
[edit | edit source]Provide up to 6 internal (wiki) links to relevant Wikiversity pages (esp. related motivation and emotion book chapters) and Wikipedia articles. For example:
- Cognitive dissonance and motivation (Book chapter, 2021)
- Collaborative authoring using wiki (Wikiversity)
- David McClelland (Wikipedia)
- Light triad (Book chapter, 2021)
- Self determination theory (Wikipedia)
|
|
References
[edit | edit source]List cited references in APA style (7th ed.) or wiki style.
APA style example:
Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. Motivation Science, 4(4), 281–300. https://doi.org/10.1037/mot0000091
Sears, C. R., Boyce, M. A., Boon, S. D., Goghari, V. M., Irwin, K., & Boyes, M. (2017). Predictors of student satisfaction in a large psychology undergraduate program. Canadian Psychology/Psychologie Canadienne, 58(2), 148–160. https://doi.org/10.1037/cap0000082
|
|
External links
[edit | edit source]Provide up to 6 external links to relevant resources such as presentations, news articles, and professional sites. Use sentence casing. For example:
- Six top tips for writing a great essay (University of Melbourne)
- The importance of structure (skillsyouneed.com)
|
|
Imagine ... a scenario or case study which illustrates the problem and engages reader interest. Consider including an image (see Figure 1). The scenario could be presented in a feature box.
The Overview is typically 180 to 330 words.
|
|
|
Focus questions: Break the problem (see the sub-title) down into three to five focus questions. Focus questions could also be used as top-level headings.
Ask open-ended focus questions. For example:
|
Main headings
[edit | edit source]- Aim for three to six main headings between the Overview and Conclusion
- Sub-headings can also be used, but avoid having sections with only one sub-heading
Key points
[edit | edit source]- Provide at least 3 bullet-points per heading, including for the Overview and Conclusion
- Include key citations
Learning features
[edit | edit source]- Interactive learning features bring online book chapters to life and can be embedded throughout the chapter.
Case studies
[edit | edit source]- Case studies describe real-world examples of concepts in action.
- Case studies can be real or fictional.
- A case study could be split into multiple sections throughout a chapter to illustrate different theories or stages.
- It is often helpful to present case studies using feature boxes.
Feature boxes
[edit | edit source]- Important content can be highlighted in a feature box. But don't overuse feature boxes, otherwise they lose their effect. There are several ways of creating boxes. Recommended: Pretty boxes).
- Consider using feature boxes for:
- Focus questions
- Case studies or examples
- Quiz questions
- Take-home messages
A very simple box can be created by using a space at the start of the line
|
Figures
[edit | edit source]- Use figures to illustrate concepts, add interest, and to serve as examples
- Figures can show photos, diagrams, graphs, etcetera
- Figures can be embedded throughout the chapter, including the Overview section
- Figures should be captioned (using Figure #. and a description). Captions explain the relevance of the image to the text/
- Wikimedia Commons provides a library of embeddable images
- Images can also be uploaded to Wikimedia Commons if they are openly licensed
- Refer to each figure at least once in the main text (e.g., see Figure 2)
Links
[edit | edit source]- When key words are introduced, use interwiki links
- These links can go to:
- Wikipedia (e.g., Sigmund Freud wrote about (e.g., dreams) or
- Related book chapters (e.g., if your are struggling, you might be interested to read the chapter about writer's block)
Tables
[edit | edit source]- Use tables to organise and summarise information
- As with figures, tables should be captioned (e.g., see Table 1)
- Refer to each table at least once in the main text (e.g., see Table 1)
- Example 3 x 3 tables which could be adapted
Table 1. Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model
| Known to self | Not known to self | |
|---|---|---|
| Known to others | Open area | Blind spot |
| Not known to others | Hidden area | Unknown |
Quizzes
[edit | edit source]- Using one or two review questions per major section is usually better than a long quiz at the end
- Quiz conceptual understanding, rather than trivia
- Don't make quizzes too hard
- Different types of quiz questions are possible; see Quiz
Example simple quiz questions. Choose your answers and click "Submit":
Conclusion
[edit | edit source]- The Conclusion is arguably the most important section
- The Conclusion is typically 150 to 330 words
- What are the take-home messages likely to be?
- It should be possible for someone to only read the Overview and the Conclusion and still get a good idea of the problem and what is known based on psychological science
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See also
[edit | edit source]Provide up to 6 internal (wiki) links to relevant Wikiversity pages (esp. related motivation and emotion book chapters) and Wikipedia articles. For example:
- Cognitive dissonance and motivation (Book chapter, 2021)
- Collaborative authoring using wiki (Wikiversity)
- David McClelland (Wikipedia)
- Light triad (Book chapter, 2021)
- Self determination theory (Wikipedia)
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References
[edit | edit source]List cited references in APA style (7th ed.) or wiki style.
APA style example:
Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. Motivation Science, 4(4), 281–300. https://doi.org/10.1037/mot0000091
Sears, C. R., Boyce, M. A., Boon, S. D., Goghari, V. M., Irwin, K., & Boyes, M. (2017). Predictors of student satisfaction in a large psychology undergraduate program. Canadian Psychology/Psychologie Canadienne, 58(2), 148–160. https://doi.org/10.1037/cap0000082
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External links
[edit | edit source]Provide up to 6 external links to relevant resources such as presentations, news articles, and professional sites. Use sentence casing. For example:
- Six top tips for writing a great essay (University of Melbourne)
- The importance of structure (skillsyouneed.com)
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