Latest comment: 14 years ago1 comment1 person in discussion
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 contains P-level theory and research content, but the quality of written expression was below P-level mainly due to a lack of clarity and proofreading.
The overall structure was solid (looking at two types of Achievement Motivation. Some depth and critical consideration was evident, although the latter could have been further developed. There was a lack of contemporary theory about AM, however.
Similar comments as per Theory. Some research was covered, but it generally wasn't explained in much depth and there was a lack of an overview of more recent post-Mclelland research e.g., how important is AM in educational settings?
The chapter could have benefited from developing clear focus questions. Getting comments on a chapter plan and/or chapter draft could have helped with this aspect.
The quality of written expression was at best P-level due to spelling and grammar issues. Mostly, however, the area for improvement is in clear expression e.g., I found this difficult to understand: "Implicit motives was the original major construct in need for achievement motive, it can be defined as a fantasy function, such as the nonsonscious needs that orient, select and organise behaviour (Pang and Schultheiss, 2005)". Another example of a sentence which could be improved is "These incentives and implicit motives are as McClelland (1985)indicates are developed by the individual and are important, and that implicit motives develop early in life as a result of early experiences to various incentives and are related to physiological processes such as norepinephrine and dopamine which support the proposition of implicit motives being an nonconscious process that directs behaviour (Spangler (1992)."
Learning features
No wiki-links?
No conclusion or summary?
Limited use of images.
Spelling, grammar and proofreading
There were lots of errors - see my edits for some examples.
Use double-spaces after full-stops - triple spaces were often used.
In other places, spaces need to be added e.g., Spangler(1992) -> Spangler (1992)
APA style
Use ampersand (&) inside brackets and "and" outside brackets.
When there are three or more authors, subsequent citations should use et al. e.g., Smith, Bush and Western (2001) and then in the next paragraph cite Smith et al. (2001).
Did you really consult Murray (1938) or should this be a secondary citation?
Latest comment: 14 years ago1 comment1 person in discussion
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.
Latest comment: 6 years ago2 comments2 people in discussion
There is an incorrect reference - (Hart, Stasson, Fulcher and Mahoney, 2001) does not match with the listed references and would have been cited as (Hart, Stasson, Fulcher and Mahoney, 2008). Furthermore, I have investigated the reference and it does not mention anything regarding the information cited and there for it is unknown where the information came from. The article listed is a study on the effectiveness of a particular scale (CLAMS).
