Talk:Motivation and emotion/Book/2015/Stress and achievement motivation

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Comments[edit source]

Hi, I think it looks really good. I made a few minor corrections however i think under the heading Stress managing strategies you accidentally left the word EXPAND at the end. Just thought I would bring to your attention in case you were done and about to hand it in.

Also you seem to be missing your conclusion, otherwise I think it was a really interesting topic. Goodluck- U116040


hi - I realize you are still developing you book chapter. I can see it starting to take shape. I wondered if you'd considered including a section in your book chapter about the two way/intertwined relationship between stress and achievement motivation and not just the impact of stress on achievement, it could be important to include information on how the pressure of achievement can contribute to stress levels as well (to round out the topic) and a persons desire to remove stress from you life may be a motivator for their achievements (as an alternate view for the intertwined relationship). maybe something to think about if you have some left over words User: U3053592 20 October 2015


Looks good so far

Just check some grammatical issues every now and again. like 'chronic stress levels has (have) also been linked'

Relevant to and individuals growth - just picking up on little things like this.

Also seeing the Expand aswell

User: U3075297

Hey, your chapter looks pretty much complete, your layout look very well planned and is easy to follow. The colours you have added are subtle and work well with your chapter. Looking great, congratulations, it looks like you are pretty much done!

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 04:41, 21 October 2015 (UTC)Reply[reply]


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, this is a very solid chapter which could be improved by reducing the general content about stress and AM and expanding the content about the relationship between stress and AM.
  2. For more feedback see these copyedits and the comments below.

Theory[edit source]

  1. Theory about stress and AM separately is well covered, however there is a lack of theory about the relationship between the two.
  2. Addition of case studies or additional examples could be helpful.

Research[edit source]

  1. Research about stress and AM separately is reasonably well covered, however there is a noticeably lack of research about the relationship between the two.
  2. Some statements were unreferenced (e.g., see the [factual?] tags)
  3. When describing important research studies, provide some indication of the nature of the sample and possibly cultural context.
  4. When discussing important research findings, indicate the size of effects in addition to whether or not there was an effect or relationship.

Written expression[edit source]

  1. Written expression is excellent.
  2. Layout
    1. The chapter is well-structured.
    2. Figures are used effectively; no Tables?
  3. Learning features
    1. The chapter makes some use of interwiki links to relevant Wikipedia articles - also incorporate links to related book chapters within the chapter (not just in the See also section).
    2. Quiz questions are used effectively to encourage reader engagement.
  4. Spelling
    1. Use Australian spelling (e.g., hypothesize -> hypothesise).
  5. APA style
    1. The APA style for the reference list is very good; remove issue numbers for seriated journals.

-- Jtneill - Talk - c 20:11, 23 November 2015 (UTC)Reply[reply]


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.

Multimedia.png

Overall[edit source]

  1. Overall, this is a basic, but sufficient presentation.

Structure and content[edit source]

  1. Theory is well covered; research less so.
  2. Include citations.
  3. The Conclusion is helpful; but what are the practical, take-home messages that can improve one's motivation live right now?
  4. Perhaps consider using more illustrative examples.

Communication[edit source]

  1. Audio is too fast to easily comprehend - consider slowing down. See this article for more information about speaking rates. Consider slowing down and using greater intonation to enhance engagement.
  2. Slides are text-heavy - consider abbreviating and using larger font size to aid readability.
  3. Consider incorporating images, diagrams, tables etc. The presentation relies heavily on text and fairly fast-paced, monotone narration.

Production quality[edit source]

  1. Audio recording quality is a bit distorted and volume varies somewhat between slides - check microphone set-up.
  2. Visuals are simple (text-based).
  3. 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).
  4. A copyright license for the presentation is not indicated (i.e., in the description or in the presentation slides).
  5. No link is provided back to the book chapter.

-- Jtneill - Talk - c 01:25, 3 December 2015 (UTC)Reply[reply]