Talk:Motivation and emotion/Book/2011/Peer influence in adolescence

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Feedback from Louise[edit source]

I really liked your chapter. The examples helped to make the topic real, interesting and personally relevant. I especially liked the sections on individual differences, high status and low status groups and the specific practical advice for avoiding the risks. I think your chapter could be further enhanced by including goal setting theory because having future goals might positively influence behaviour. For example, a student might think, I can't get in that stolen car because I want to be a lawyer one day and I won't be able to do that if we get caught. --Louise Wheeler (discusscontribs) 02:00, 20 October 2018 (UTC)

Comments[edit source]

Hey Shauna, thankyou for the feedback on my page! Your page is amazing! Great visuals in particular. The box examples are a great idea and really tie in with the 'self help' idea we are trying to achieve. Cannot wait to see the finished product! Imago 03:25, 28 October 2011 (UTC)

Hey Shauna! This is very impressive, great stuff so far! All your topics are well related and you explain the theory you have included very well. I would suggest a short explanation of what a macrotheory is for non psych people, and possibly some more studies as they are very interesting, but I assume you have not put everything in yet :)Fantastic chapter, you write very well and I look forward to reading more! Courtney.reis 04:57, 25 October 2011 (UTC)

Hi Shauna, ditto.

I found this article on Identity with Social Groups interesting and useful. I noted you were still to add something on self identity so this might help

http://web.ebscohost.com.ezproxy1.canberra.edu.au/ehost/pdfviewer/pdfviewer?sid=53ea68f3-ee71-49a7-b48d-523c261880e3%40sessionmgr110&vid=6&hid=107

Good luck. AlexMC 07:43, 25 October 2011 (UTC)

Hi Shauna. Your welcome and thanks for your comments. I'll probably direct readers to the external links I included - I'm in that tricky spot where I'm going blow my word count! :)AlexMC 11:06, 25 October 2011 (UTC)

Love the set out of your page. The text boxes really organise things well and add to the flow of the chapter. Remember, if you are going to blow the word count, you can always create a sub-page with extra information on certain points you want to extend on. Great so far!!! Roald 01:17, 26 October 2011 (UTC)

Hi Shauna, this page is looking good. I like how you have set this up with a case study and some focus quetions making people think about what is being raised. (Benk 01:26, 26 October 2011 (UTC))

WOW, this is a very impressive page already. Its a good example of the standard the rest of us need to be at! great job with the scenario, pictures, and format. Also the quiz is cool. Atice 01 04:02, 30 October 2011 (UTC)

Hi. Thanks for stopping by Emotional Intelligence and whizzing around with your feather duster and Mr Sheen :-) I found a wee typo on yours too and fixed it up while I was here. You and I seem to have a similar objective: that is to create a page that balances rigour with readability. You have certainly succeeded with this page. Look luck Ray U112052 08:56, 30 October 2011 (UTC)

Hey Shauna, I borrowed your beautiful textbook at the top of your page because I loved it and it looks great. Hope you don't mind :) Thanks! Noodles&Wedges 07:13, 1 November 2011 (UTC)

Hey Shauna, I love your page! From the beginning with your title, I was drawn to read your whole chapter. Your layout is very impressive, easy to comprehend, good use of images and coloured boxes to make your page appealing! I also enjoyed your first "imagine this" scenario. In the past, I have dealt with a situation very similiar to the one mentioned, your chapter has given me an insight on the real issues surrounding peer influence! Good luck! SKM1501 03:18, 04 November 2011 (UTC)

Hi Shauna, thanks for your response to my feedback request. Your page layout is brilliant. I especially like the way you have set out your information under 'individual characteristics'. I might try and utilise that coding later tonight if I have time! I did as you suggested and shortened my quiz under each heading. Thanks, again. KristaLeanne 13:00, 6 November 2011 (UTC)

Comment by Magnolia - this would make a great presentation in schools - very well done - the graphic picture of the smashed car should be a stark reminder to many who think drink driving is "cool"

Draft comments[edit source]

Well done on producing a draft and soliticing feedback! Here's my thoughts on quick review:

  1. I like the style of the opening example and introduction - but maybe try to connected this example and the introduction more clearly to motivation theory and research. e.g., make the focus on motivation more prominent. It comes through at the end of the introduction e.g., "we can now look at the underlying motivational factors – why is peer influence so powerful in adolescence? And, most importantly, what can you do to resist the negatives and stay true to you?"
  2. A similar comment applies to the rest of the sections - the theory sections are promising, but I recommend further emphasis on how each theory helps to understand the underlying motivations of conformity in adolescence - and how each theory might be used to help resist peer influence towards behaviours with health risks such as getting into a car being driven by an alcohol-intoxicated driver. Identifying and discussing key research studies (like the drink driving example) for each theory in the context of adolescent peer influence would be ideal.
  3. Conclusion/Summary - Work on the key take-home messages - what could/should a parent, peer, or adolescent do in terms of dealing motivations to follow peer influence in health risky decision-making situations?
  4. You may be interested in recent PhD-work at UC here - http://www.canberra.edu.au/faculties/business/research/research-students-list/lucienne-kleisen

-- Jtneill - Talk - c 03:11, 29 October 2011 (UTC)

DAAMMMMMMMMMM! this is some good work,Social group stuff for sure ;)Lucas K1 11:12, 30 October 2011 (UTC)

Hi Shauna, you have put together a fantastic chapter! When you talk about suseptibility to peer influence maybe you could mention if there is a difference between individualistic and collectivist cultures, if you can find a study? Great work, your chapter reads really well!!AngeM 12:43, 30 October 2011 (UTC)

Kleisen (2011)[edit source]

This thesis is now electronically available: http://www.canberra.edu.au/researchrepository/items/6fea884a-e120-ca62-f732-419e3ae802ca/1/ -- Jtneill - Talk - c 22:30, 31 October 2011 (UTC)

Heading casing[edit source]

Crystal Clear app ktip.svg
FYI, the convention on Wikiversity is for lower-cased headings. For example, use:

==Cats and dogs==

rather than

==Cats and Dogs==

-- Jtneill - Talk - c 23:04, 3 November 2011 (UTC)

Hi Shauna[edit source]

Just watched your media presentation. You've done a really great job, and should be very proud of your work. Your voice is positive and the whole presentation is really engaging. I think you've nailed it with creativity, content and interest. Yay for you - you've FINISHED!

I really like how positive your chapter is, and I think you have a good, realistic and useable point: that we are all motivated in some way, so need to channel that need to belong and be competent into something that is constructive. Thanks for being such a supportive class mate, and all the best for next year,

Jude. Jay-bird 04:10, 12 November 2011 (UTC)

Comment by Magnolia - this would make a great presentation in schools - very well done - the graphic picture of the smashed car should be a stark reminder to many who think drink driving is "cool"


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. An informative and interesting chapter on peer influence, demonstrating expert use of wiki featues. A wider theoretical framework and further proofreading would improve the chapter even further.

Theory[edit source]

  1. Theory comments
    1. I like the argument that peer influence can be used positively, for example, in satisfying SDT needs.
    2. Suggest more depth on SDT (e.g., studies suggest greater autonomy is a protective factor against pressure to consume alcohol).
    3. McClelland’s need for affiliation/intimacy could be mentioned in the discussion on relatedness.

Research[edit source]

  1. Research comments
    1. Demonstrates critical analysis of research findings; describes limitations of research, even suggesting avenues for further study.
    2. Some propositions are made without reference to relevant research; in-text citations would be useful to back up assertions(e.g., for proposition that teenagers’ need for autonomy from parents facilitates peer influence).

Written expression[edit source]

  1. Written expression comments
    1. Be careful with use of apostrophes in possessive form (in multiple instances “it’s” should be “its”)
    2. Chapter would have benefited from further proofreading (e.g., “before we use of all this information”; “may provide import insight”).
    3. The quiz is a great learning feature and I particularly like the wide variety of question formats; however, check spelling (Verses->versus)
    4. Excellent use of images to highlight main points and theories.

Rfoster 04:02, 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.

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Overall[edit source]

  1. Overall, this is an impressive, well-organised and produced multimedia about motivational aspects of peer influence.

Structure and content[edit source]

  1. Effective, engaging introduction to the topic and overview
  2. Structure is well-organised and content is well-selected.
  3. Effective use of research (e.g., drunk driver study)
  4. Excellent use of SDT as a theoretical and practical framework
  5. Step by step examples/advice were very helpful.

Communication[edit source]

  1. Fabulous, interesting opening, with music and examples.
  2. Useful verbal linking between structural sections
  3. Effective use of rhetorical questions
  4. Effective focus on take-home message
  5. Communication

Production quality[edit source]

  1. SDT diagram and related text could be larger (e.g., use smaller image in header)
  2. Voice-over used effective intonation which helped to maintain interest and attention
  3. Production included opening and closing slide/music with acknowledgements.
  4. Thanks for using a creative commons license.
  5. Also include info about source of images and image copyright.

-- Jtneill - Talk - c 02:46, 9 December 2011 (UTC)

Comments from 2nd reviewer[edit source]

  1. These comments should be read and considered in addition to the first reviewer's comments.
  2. Congratulations on an excellent chapter. This chapter effectively demonstrates all the key elements and tackles an important motivational topic using both theory and research to draw out accessible and interesting self-help messages.
  3. Excellent scenario at the start
  4. Well illustrated by images
  5. All expected sections are provided, especially, for example, clear Introduction and Summary sections.
  6. The relatively informal style works well for the book's purpose and the topic.
  7. The introduction makes the important point that peer influence can be positive and this is well-cited.
  8. Interwiki links are used effectively
  9. A variety of theories are used to help explain and understand peer influence. Generally, use of these theories is supported by research and a critical perspective is evident. Perhaps expansion of the theory/research (currently ~4000 words overall) would be the main area for improvement, such as suggested by the first reviewer
  10. Well done on adding a quiz
  11. SDT is well explained and related to peer influence
  12. Text was well-written and largely devoid of spelling, grammar and typographical errors
  13. Examples are effectively used (e.g., girl joining soccer group instead of smoking group)

-- Jtneill - Talk - c 21:36, 11 December 2011 (UTC)