Talk:Motivation and emotion/Book/2015/Extrinsic motivation and antisocial behaviour in children

Pictures that may be relevant

File:Bullying Classification.jpg

File:Intrinsic Vs Extrinsic Motivation.jpg

Anti social behaviour among youths

Heading casing

FYI, the convention on Wikiversity is for lower-cased headings. For example, use: ==Cats and dogs== rather than ==Cats and Dogs== -- Jtneill - Talk - c 08:51, 29 October 2015 (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 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 is a solid chapter. For more feedback see these copyedits and the comments below. Theory Theory is well covered, explained and applied. Research Research is well covered. When describing important research studies, provide some indication of the nature of the sample and possibly cultural context. When discussing important research findings, indicate the size of effects in addition to whether or not there was an effect or relationship. The Reeve (2015) textbook is over-used as a citation; preferably consult and cite primary, peer-reviewed sources. Some statements were unreferenced (e.g., see the tags) Written expression Written expression Avoid directional referencing (e.g., above, below, as previously mentioned). Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences. Layout Avoid sections with only one sub-section. A section should have no sub-sections or at least two sub-sections. See earlier comments about heading casing Add bullet-points for See also and External links. Table and Figure captions should be more explanatory. Learning features Add Interwiki links (e.g., to relevant Wikipedia articles and other Wikiversity book chapters) to make the text more interactive. Quiz questions are used effectively to encourage reader engagement. Grammar and proofreading The grammar of some sentences could be improved (e.g., see the tags). Check and correct the use of abbreviations (such as "e.g.," and "i.e.,"). Check and correct the use of ownership apostrophes (e.g., individuals vs. individual's vs. individuals'). APA style Add APA style captions to tables and figures. Check and correct APA style for direct quotes page numbers. The reference list is not in full APA style.

-- Jtneill - Talk - c 15:00, 27 November 2015 (UTC)

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 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.

Overall Overall, this is a basic, but sufficient presentation. Structure and content Use the Overview to set up the problem - this could be made more salient - e.g., what is an example of anti-social behaviour that might be of concern to understand and change? Some relevant theory is explained in a basic manner. Consider using more illustrative examples. Emphasise practical, take-home messages. Communication Audio is well-paced, but somewhat monotone; varied intonation adds interest and engagement. Minimal use of images. Basic, largely text-based slides. Production quality The presentation should provide an overview of the topic (and psychological theory/research and practical implications) and not the chapter per se (a subtle but important distinction). Overall, well produced. Rename the title so that it includes the subtitle (and matches the book chapter). No description - fill out the description field (e.g., brief description of presentation, link back to the book chapter, license details, and possibly include references and image attributions). The copyright licenses and sources for the images used is not indicated - there may have been copyright violation unless you own the copyright to the images used or these were public domain images. A copyright license for the presentation is not indicated (i.e., in the description or in the presentation slides). No link is provided back to the book chapter.

-- Jtneill - Talk - c 09:23, 2 December 2015 (UTC)

The Conflict Between Intrinsic and Extrinsic Motivators

(Hi, this is just a friendly edit, I found some information you might like to include. Thanks!)

Observation of any child for a long period of time will reinforce one thing – Children love to have new items in their possession. There doesn’t have to be a reason for a new item, but the mere fact it can happen and that it is new is the fairly safe stereotype. This fact is obviously quite common knowledge. Everybody was a child once. The reason why it’s crucial in this scenario however, is the conflict in children between extrinsic motivation and intrinsic motivation is stirred up by children wanting new things. As Deci, Koestner and Ryan (1999) have acknowledged, the conflict between extrinsic and intrinsic motivation is problematic in childhood. In adults it is hard at the best of times. Not because the purchasing of new possessions is expensive, but the fact that in order to appease children, we have become willing to buy their silence. This has become the norm, instead of working on their intrinsic level of self-satisfaction and happiness with what toys they already have (Ryan & Deci, 2000). In realisation of this problem, it is only going to be a matter of time before the child has achieved the task to acquire the new shiny object. The task each of us set out, despite knowledge of what was being done was bad. This is what children have been trained to do. Therefore, the proposal for a third motivation state seems the only viable option to support good parenting and the demands of children. Thus, the proposal for an in-between motivation state seems the only viable route to take. Whereby the fun and excitement of being able to succeed and be rewarded is balanced fairly with the opportunity to say no and to provide time for reflection and intrinsic personal growth (Benabou, 2003). Furthermore, the realisation that children, or adults, will never occupy just one state of motivation will be the greatest success.
Reference List

Benabou, R. (2003). Intrinsic and extrinsic motivation. Review of Economic Studies, 70, 489- 520. doi: 10.1111/1467-937X.00253 Deci, E. L., Koestner, R., & Ryan, R. M. A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627- 668. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. doi: 10.1037/0003-066X.55.1.68

— Preceding unsigned comment added by Moyism (talk • contribs) 04:44, 14 December 2015 (UTC)