Talk:Motivation and emotion/Book/2013/Developmental changes in motivation
Hello there! Just thought that this reference could help you in terms of finding a motivational transition between primary school students and adolescent teenagers, http://psycnet.apa.org/psycinfo/2002-02121-003,it primarily talks about achievement motivation :) good luck with your chapter :) Pheonix (discuss • contribs) 11:44, 15 October 2013 (UTC) Pheonix (discuss • contribs) 11:05, 28 October 2013 (UTC)
Looks like you may be having some trouble with setting up headings. Try these codes '===insertheading===' or '==insertheading==' for subheadings. good luck!--Florence21 (discuss • contribs) 02:27, 4 November 2013 (UTC)
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 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.
This is a solid chapter. Strengths include the scope (this is a broad topic/question) and coverage of a breadth of motivational and/or developmental theoretical perspectives and explaining how they account for motivational variations across the lifespan.
The Overview provides a friendly, easy-to-read big picture overview of the topic. The definition provides a clear, big picture overview of the scope of motivation.
I made a number of edits (check the page's edit history including: moved the page from your user page to the main space, adjusted heading levels, corrected internal link syntax (e.g., Wikipedia links were made as external links), added paragraph breaks, corrected American to Australian spelling (e.g., behavior - > behaviour), APA style for references (e.g., italics for source title), removal of broken links, some copyediting of the written expression with regard to grammar (e.g., use of ownership apostrophes and commas, spelling, and clarity of expression, and indication of statements that appeared to warrant the use of citations - seetags.). Close copyediting was provided for the Overview through to Current theories sections inclusively, but not for the rest of the chapter.
A considerable breadth of theories is considered, with supported by at least some research and, generally, these theories are well related to the topic/question. Perhaps, however, there is too much emphasis on explaining a range of theories and more emphasis could be put on explaining the developmental changes in motivation.
The chapter included useful citations at many points, although there could have been more explanations of relevant research, as well as perhaps some critical analysis regarding future directions and gaps in the literature, and perhaps some critique of the studies themselves would be useful for future improvement
Much of the the chapter was well-written. The sections that had been carefully drafted and proofread were excellent. However, there were many sections that needed more drafting and proofreading to be grammatical correct and at a satisfactory graduate level of written expression. l errors, be sure to thoroughly edit before submitting.
The structure and selection of content showed a broad understanding of the topic and was impressive in its scope. The chapter seemed to end part-way through, however, and clearly lacked a conclusion section which drew the key points together.
Use of some useful internal links was noted. Some images were included, but could have benefited from more detailed explanatory captions. No other learning features were provided.
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 . 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.
A borderline satisfactory presentation due to the absence of audio. Selected content and visual presentation was good.
The presentation consists of slides which contained a lot of text. Preferably use less text and provide audio. The content itself was interesting and relevant and showed a considered mapping of developmental stages/theories to motivational processes. The content emphasised theory over research.
Some slides were difficult to read due to the background picture (e.g., slide about Baby).
Slides were provided, but there was no audio :( Slides were well presented on Prezi.
There was no acknowledgement of the copyright and source of the images used, thus it appears that copyright violation was likely :(