Latest comment: 14 years ago1 comment1 person in discussion
This looks like a sound plan of main topics and to have appropriate focus/scope.
This article may be of interest [1] - it identifies amotivation as of 5 manifestations of depression.
The theories look to be well selected. Other theories which may be relevant? Perhaps neurological and perhaps evolutionary (e.g., does depression have an adaptive function - by disengaging) e.g., see [2]
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.
Theories were generally well explained and used as frameworks for understanding the motivational nature of depression. Amotivation is described as a key syptom. There was excellent section on learned helplessness. Appropriate use of SDT is included, along with a range of treatment approaches. The focus on treatment approaches was a strength of the chapter.
The chapter could have benefited from a more developed introduction, which specified clear focus questions. As it was, the introduction mostly considered of basic definitional material about Motivation and Depression.
The chapter was reasonably easier to read, although in places I found that there was room for improvement in the clarity of expression. e.g., "This has serious consequences for motivation" - what are those consequences?
Good use was made of learning features such as interwiki links (although more could have been added), Tables, Images, feature boxes and quizzes.
Integrate quotes into sentence and paragraph structure rather than inserting them as full sentences e.g., this was inserted but not integrated: "The more dominant the negative cognition schema becomes, the more cognitive distortions occur and the greater the disturbance of effect and depth of depression" (Gilbert, p. 402)."
Bullet-points were probably over-used e.g., I think the summary would have been stronger without bullet-points.
Spelling, grammar and proofreading was very good.
APA style
Tables and Figures were not captioned as per APA style.
Italics were not used in the reference list.
Some of the use of colour I found to be a bit strong - have toned some it back a bit.
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.
