Talk:Motivation and emotion/Book/2016/University drop-out motivation

Comments

--Smfisher96 (discuss • contribs) 11:28, 11 September 2016 (UTC)

Hello, I found you a few references to start you off with your chapter

Determinants of Undergraduate Student Drop Out Rates in a University Business Studies Department http://www.tandfonline.com/doi/abs/10.1080/030987703200065154 'It emerged that financial hardship exerted a powerful influence on the stay/quit decision and significantly moderated the impacts on the decision to leave of: (i) academic performance, and (ii) the student's level of commitment to his/her programme. Individual self-esteem played a crucial role in encouraging or discouraging withdrawal when a person experienced low grades or substantial financial problems. The determinants of academic performance, student motivation, satisfaction and commitment were explored.'

Heres an interesting one relating self determination theory to drop-out motivation. Interestingly it was co-authored by the reeve himself https://selfdeterminationtheory.org/SDT/documents/2003_HadreReeve_JEP.pdf "LISREL analyses of questionnaire data from 483 rural high school students showed that the provision of autonomy support within classrooms predicted students’ self-determined motivation and perceived competence. These motivational resources, in turn, predicted students’ intentions to persist, versus drop out, and they did so even after controlling for the effect of achievement."

This study did the reverse, and used the theory of planned behaviour to predict how likely it was that a student would stay on till graduation http://link.springer.com/article/10.1007/s11218-014-9272-8

Good luck with your chapter! --Arlo Porter (discuss • contribs) 09:34, 16 September 2016 (UTC)

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 06:48, 21 October 2016 (UTC)

Feedback and suggestions

Hi! Well done on your chapter, I really like your topic. You've presented some interesting information too. I have a few suggestions for your chapter.

I noticed you're a little over the word limit (unless you're a G student). You sometimes right 'per cent' rather than using '%'- you could change that to reduce some of the words. Perhaps you could also cut-down the case study at the beginning and rather than mentioning that she's specifically from UC just leaving it so it's a tad more general and applicable to a wider audience. I also think it might be useful to change it a little so it matches the 'at-risk' students (e.g. making her an average high-school/college achiever rather than an A student, who's genuinely academic) so it more closely links with what you're talking about.

I also thought this paragraph sounded as if was incomplete: Previous research conducted by Forbes and Wickens (2005), the students’ decision of changing or continuing their formative university course is dictated by the level of social integration that students attain at the university institution, that is, the students will feel more unified seeing that their potentiality allows them to manage with the intellectual demands of university life

perhaps you could change it to: The students’ decision of changing or continuing their formative university course is dictated by the level of social integration students attain at the university, that is, the students will feel more unified seeing that their potentiality allows them to manage with the intellectual demands of university life (Forbes & Wickens, 2005).

Finally, I think it would be clearer and more useful to add the tables under the paragraphs they're linked to rather than having them all in a 'table' section. And adding pictures to a couple of the sections would be a nice way to break up some of the text of your chapter.

(sorry I know this is a lot of text) but hopefully you find these suggestions useful --U3117274 (discuss • contribs) 09:21, 22 October 2016 (UTC)

Feedback and comments

Hey, just thought I'd provide some feedback on your chapter. First, I noticed in your references that you have the journal names in speech marks. For APA style, you should italicise the journal names.For example: Change "Early Education & Development, 1" to Early Education & Development, 1.

Second, for interactive purposes, have you considered including a quiz at the end? Also, it may help to have key terms linked to Wikipedia pages about them. For example, having 'Extrinsic motivation' linked to the Extrinsic motivation Wikipedia page. It helps to give your reader more context to your topic and added information you otherwise couldn't include in your book chapter.

Finally, I agree with the contributor above about the tables. It's a good way to set out your page, heloing to break up the paragraphs and not have a cluster of tables for one whole section. All the best and I hope this helps --U3100468 (discuss • contribs)09:09, 22 October 2016 (UTC)

Hey, Interesting topic and you have covered the literature well. I concur with the previous contributors, instead of a "block" of tables, it might be better to utilize each within the individual section or an alternative idea might be to just include a graph that then highlights the differences between the groups. The suggestion of a quiz or an alternate interactive component to increase the engagement with the reader, I think will also improve your chapter and is a relatively easy inclusion. To link key words to wiki pages I used the code [wikipedia:__________|__________]] the first part being the page title and the second the display text. I hope some of this is helpful and good luck with your chapter. --U3090066 (discuss • contribs) 18:09, 22 October 2016 (UTC)

Images

Hey!

Looks pretty good. I'd suggest putting up some pictures if you can?? It'll help give the page a little colour! Chot24 (discuss • contribs) 21:49, 22 October 2016 (UTC)

External links

Also,

Maybe also add links to articles like this one:

http://icould.com/article/dropping-out-of-university-should-i-stay-or-should-i-go/

This should help your interactive side of things :) Chot24 (discuss • contribs) 21:52, 22 October 2016 (UTC)

Overall

Hi,

I really like the look of your chapter, it seems to really encompass what you are aiming for. the only thing I would add is that if you can try and add maybe a couple of photos to really grab peoples attention when they are eading. otherwise it looks great!

u3096780--U3096780 (discuss • contribs) 23:04, 22 October 2016 (UTC)

Feedback and Suggestions

I've copied this response from the Moodle forum in case you didn't see it :-)

Hi Stephanie,

I had a look at your page - interesting topic.From the looks of it you've explained the motivational factors really well and the research is solid. All the information is there. My suggestions are more about how to organize the information. Take it or leave it - how i write may not be how you write, after all. smile

You made good points in your overview/introduction section - I like that you use a case study and link it back into the questions the article is trying to answer. You may be able to shorten it to make the message stronger.

I had an idea for the case study at the beginning. You may be able to draw the viewer in more if you don't give all the answers at once. Tease them.

You could potentially write the case study like this:

"In September last year Jessica started university, hoping to be a student for another three years. But, come mid November, Jessica did something out of character - she dropped out. Generally, Jessica put up with whatever it was that makes her unhappy until she learnt to live with it. Jessica undeniably didn't expect to be the kind of person to drop out. " , but she couldn't stand it anymore. (something like that).

Then jump to your questions that you have in bold -

Not finishing something she has started isn't normal behaviour for Jessica, so why then did she drop out? What motivates an individual to feel or experience these doubts? Why are some people more 'at-risk'? What reasons for attrition contribute to drop-out?

As for the rest of the case study, I really like it. You've given a very believable idea of who Jessica is and what was contributing to her state of mind. Could you start revealing her motivations later, as you go into the research about all the different risk factors? The reader could go on the self reflection journey with Jessica then.

"Evidently, university drop-out is the primary result of boredom, stress, workload strain, and preference of employment over study. Overall, understanding the importance of university drop-out allows us to comprehend and explain how these drop-outs can be avoided and/or reduced."

To me this section seems like it doesn't belong in the introduction, but maybe a bit later on? Is there a reference for this? I assume it is your opinion of what contributes to drop out - you might be able to link it back into the case study, so put it earlier on?

E.g. - [adding onto why did Jessica drop out?] Was it boredom, stress, workload strain, or she wanted to work instead?

The paragraph starting with "Understandably, determining the most ‘at-risk’ groups ...." in the introduction - I think it belongs at the start of the next section about "Who is most at risk?". The overview is just supposed to tell us - hey look, there's a problem here.

The following paragraph about extrinsic motivation, again, is awesome and informative, but I don't think it belongs in the overview since it is going into the bulk of what the article is about. I see you've mentioned similar information in the Extrinsic Motivation section. I'd move the extrinsic motivation paragraph to there, and see if you can pick out what information isn't repetitive.

I recommend you find some images to add to make the page look extra pretty - some of students reading or something like that?

I don't remember who told me this but I've received advice not to use words like "In conclusion," and "Overall," in the conclusion. Just jump right into what you would like to say.

I hope this helps and doesn't sound too overwhelming. Feel free to reply if you don't understand what I am talking about.

- u3108945, 23/10/16

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 This chapter is problematic primary because it demonstrates a limited understanding of intrinsic and extrinsic motivation and its application to understanding and minimising university student drop-out. There are some notably problematic passages of text which are ill-founded and lack evidence of close reading of relevant literature e.g., "implementing the approach of extrinsic motivation enforces a reason for individuals to continue and frankly ‘get on with it’. Executing these rewards and punishments that associate with extrinsic motivation practically involve forcing the student to ‘want’ a completed degree.". SDT would instead suggest that if university life were satisfying the basic psychological needs for Autonomy, Competence, and Relatedness, then students would be intrinsically motivated to continue and less likely to drop out. This is quite a distinctly different understanding than is conveyed within the chapter. The chapter is over the maximum word-count e.g., abbreviate the case study and the Overview - note that some content in the Overview and Conclusion is repeated in the main body. Many sentences could be simplified. For more feedback see these copyedits and the comments below. Theory The Overview doesn't clearly explain whether EM is a positive or negative predictor of drop out - improve clarity. Later on this problematic statement appears: "determining who is most vulnerable to these withdrawals enables researchers’ to conduct the process of extrinsic motivation in order to decrease such substantial levels of drop-out." - what is the process of EM and how can it reduce drop out?? The chapter demonstrates a rudimentary and problematic understanding of EM, IM, and motivation - high IM is far more likely to assist with retention e.g., see http://www.sciencedirect.com/science/article/pii/S1041608005000324 Abbreviate the description of I-E motivation and SDT and provide links to other chapters and/or Wikipedia articles for more information. This will allow greater focus on applying this motivational theory to understanding university drop-out. The chapter's theoretical argument relies on correlated characteristics of drop-out as the theoretical causes and a naive understanding of EM as a possible solution. The case study could be followed up to help show how theory could be applied to find solutions. Research Drop-out rates are cited but the coverage of research on motivational causes of drop-out is limited. Tables 1 to 7 are unnecessary - the information can be more effectively summarised within the text. Some statements were unreferenced (e.g., see the tags) When describing important research studies, provide some indication of the nature of the method. When discussing important research findings, indicate the size of effects in addition to whether or not there was an effect or relationship. Written expression Written expression is generally OK, but often wordy and the structure could be more disciplined. Write for an international, not just an Australian, audience. Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences. Some clarification templates have been added to the page. Write in third person rather than first person (e.g., avoid "I', "we", "our", "your" etc.). Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences. Conclusion - what are the take-home messages? Layout Avoid sections with only one sub-section. A section should have no sub-sections or at least two sub-sections. No images or figures were used. Learning features Add Interwiki links (e.g., to relevant Wikipedia articles and other Wikiversity book chapters) to make the text more interactive. See also does not include links. Why link to the anorexia chapter? Quiz questions could be used to encourage reader engagement. Grammar and proofreading The grammar of some sentences could be improved (e.g., see the tags). APA style The reference list is not in full APA style.

-- Jtneill - Talk - c 11:32, 10 November 2016 (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 simple, effective presentation. Structure and content Overview Use the Overview to set up the problem to be solved (the question i.e., the subtitle for the book chapter). Audio Overview outlines what will be covered. Add an Overview slide. Selection and organisation Well selected content, although probably too much content is presented - be more selective - e.g., work backwards from 3 take-home messages to work out what content needs to be presented - and then focus on only that which is essential to conveying these messages. Well structured. Balance of theory and research. Evidence for opening claim that boredom and stress are key reasons? (Be careful/justify) Doesn't clearly address a self-help theme. Citations and references are included. Conclusion None provided. Too brief/general - drill down to some practical, take-away messages. A Conclusion slide summarising the take-home messages / key points could be helpful. Communication Audio Well narrated. Audio is clear and well-paced. Varied intonation added interest and engagement. Visuals Basic - approximately half a dozen text-based slides with some images. Increase font size to make text easier to read; reduce the amount of text. Production quality Overall, basic production. Meta-data Make sub-title more prominent. Add a link to the book chapter. Minimal use of the Description field - consider providing more info. Audio recording quality Excellent Image/video recording quality Effective use of simple tools. Excellent Licensing A copyright license for the presentation is not indicated (i.e., in the meta-data or the visual presentation). The copyright licenses and sources of the images used are not indicated - there may have been copyright violation unless you own the copyright to the images used.

-- Jtneill - Talk - c 21:45, 22 November 2016 (UTC)