Talk:Motivation and emotion/Book/2011/Avoidance motivation

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Heading casing[edit source]

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FYI, the convention on Wikiversity is for lower-cased headings. For example, use:

==Cats and dogs==

rather than

==Cats and Dogs==

-- Jtneill - Talk - c 10:27, 6 November 2011 (UTC)

Comments[edit source]

Hi Beth, i have been looking on your page and it is looking like your finishing it up...just something that i have realised while snooping on your page....when the words are red it means your link has failed - you should make sure that you have correctly saved your links so that they dont fail. :)

Comment by Magnolia - your links were excellent - this would be an excellent topic to introduce to schools to get the students motivated as well as understanding themselves and their motivation

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. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via Moodle, along with social contribution marks and feedback. Keep an eye on Announcements.

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Overall[edit source]

  1. Overall comments
    1. A thorough exposition on avoidance motivation and fear of failure, logically constructed and well-presented. The chapter would have benefited from a summary addressing the key take home messages relevant to the self-help focus.

Theory[edit source]

  1. Theory comments
    1. The problem is well set up in the introduction, but needs more self-help focus addressing how people can perhaps overcome avoidance motivation by implementing mastery goals, improving self-efficacy and mastery beliefs etc.

Research[edit source]

  1. Research comments
    1. There is some over-reliance on the textbook and Durand, V. M., & Barlow, D. H., 2010; wider research using key, peer-reviewed research articles would strengthen the chapter.
    2. The research that is discussed is clearly described and applied to the relevant theories.

Written expression[edit source]

  1. Written expression comments
    1. Great use of quotes, images, and effective use of multimedia links.
    2. Some typographical errors could be rectified with further proofreading.
    3. APA referencing is used inconsistently in text (e.g., Durand, V. M., & Barlow, D. H., 2010).

Rfoster 12:01, 28 November 2011 (UTC)

Multimedia feedback

The accompanying multimedia presentation 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. 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. If you wish to dispute the marks, see the suggested marking dispute process.


Overall[edit source]

  1. Overall, this is a simple, basic presentation that is undermined by poor quality audio, text-heavy slides, and rushed audio.

Structure and content[edit source]

  1. Content is rattled through too quickly. More careful selection of key focus questions and key take-home messages could have been helpful.
  2. Use more examples.

Communication[edit source]

  1. First slide is not shown for long enough.
  2. Slow down; make fewer points more slowly to allow the listener to think and understand
  3. A small number of text-heavy slides are used.
  4. Consider using more images.

Production quality[edit source]

  1. Audio quality was poor (seemed to be overlapping/delayed audio?) - difficult to follow/listen to
  2. Copyrighted images were used without permission.
  3. Link back to chapter?
  4. Presentation wasn't effectively finished within 5 minutes.

-- Jtneill - Talk - c 06:45, 10 December 2011 (UTC)

Alleged plagiarism[edit source]

An initial investigation has indicated possible plagiarism. This requires more investigation. For example:

  1. "Avoidant personality disorder is reported to be especially prevalent in people with anxiety disorders, although estimates of comorbidity vary widely due to differences"
  2. "Research suggests that approximately 10–50% of people who have panic disorder with agoraphobia have avoidant personality disorder, as well as about 20–40% of people who have social phobia (social anxiety disorder)"
  3. "Some studies report prevalence rates of up to 45% among people with generalized anxiety disorder and up to 56% of those with obsessive-compulsive disorder"

-- Jtneill - Talk - c 21:43, 11 December 2011 (UTC)

Additional alleged plagiarism[edit source]

  1. "Her avoidance strategy is to just never try."
  2. "She’s a little shy and has a hard time approaching"
  3. "Social anxiety disorder remains under-recognized in primary care practice"

-- Jtneill - Talk - c 11:44, 12 December 2011 (UTC)