Talk:Motivation and emotion/Book/2014/Stress on motivation

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via 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 Overall, this is an informative presentation. Well done. Structure and content Theory is a major focus of the presentation, with less focus on research. An overview slide is provided. The use of an analogy towards the end of the presentation was a strength. While the structure of the presentation was clear, the flow could be improved by working on links between ideas and slides. It felt a little 'choppy' at times. A concluding slide would also be beneficial. Communication Verbal and written communication are clear. The voice-over is well paced, with reasonable pauses between sentences and slides. More expression could have been used to make it more engaging. The text on each slide is a good size, with an appropriate amount of information being included. Production quality Basic production tools are used to an adequate level. Quality of visuals are generally good, although the 'good stress vs. bad stress' figure is pixelated. The audio quality is sufficient. A link to the book chapter is not provided. No copyright license information is provided.

ShaunaB - Talk

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.

Overall Overall, this chapter was marginal/borderline satisfactory. The main problem is that the chapter consists of quite general material about the broad concepts (stress and motivation), but never really gets to grips with the relationship between these concepts. For more feedback, see these copyedits and comments below. Theory What theoretical distinction is being made between negative stressors and situations that cause distress? Obtaining (earlier) comments on a chapter plan and/or chapter draft could have helped to improve the chapter. The general material about stress should be abbreviated, with a link provided to related Wikipedia articles and/or Wikiversity book chapters. The general material about motivation should be abbreviated, with a link provided to related Wikipedia articles and/or Wikiversity book chapters. Research Some research is reported, but detail is minimal and it the research doesn't directly relate to the topic about the effect of stress on motivation. The Reeve (2009) textbook is over-used as a citation; preferably consult and cite primary, peer-reviewed sources. When describing important research findings, indicate the size of effects in addition to whether or not there was an effect or relationship. Some statements were unreferenced (e.g., see the tags) Written expression Written expression Obtaining (earlier) comments on a chapter plan and/or chapter draft could have helped to improve the chapter. Some of the bullet-points should be rewritten into full paragraph format. The quality of written expression could be improved (e.g., where clarification templates have been added to the page). The Conclusion could be improved by providing some more concrete, take-home messages. Layout Convert bullet-point lists to default Wiki style bullet-points The chapter headings could be improved by using the standard wiki heading levels - start at Level 2, then use Level 3, Level 4 etc. A few images were used; no tables were used. Learning features Incorporate more links to related chapters and/or Wikipedia articles in the main text. The use of direct quotes should be integrated into paragraphs. Spelling Use Australian spelling (e.g., hypothesize -> hypothesise) Grammar and proofreading The grammar of some sentences need to be improved (e.g., see the tags) Use abbreviations such as "e.g." inside brackets and "for example" outside brackets APA style Use ampersand (&) inside brackets and "and" outside brackets. Numbers under 10 should be written in words (e.g., five); numbers 10 and over should be written in numbers (e.g., 10) Direct quotes need page numbers. The reference list is not in full APA style.

-- Jtneill - Talk - c 10:55, 7 December 2014 (UTC)