Talk:Motivation and emotion/Book/2018/Educational motivation in Indigenous Australians

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Comments[edit source]


I am doing a related topic and I have found the following articles that might be helpful for your topic:

Cham, H., Hughes, J. N., West, S. G., & Im, M. H. (2014). Assessment of Adolescents’ Motivation for Educational Attainment. Psychological Assessment, 26(2), 642-659. doi:10.1037/a0036213

Chang, R., Fukuda, E., Durham, J., & Little, T. D. (2017). Enhancing students' motivation with autonomy-supportive classrooms. In M. L. Wehmeyer, K. A. Shogren, T. D. Little, S. J. Lopez, M. L. Wehmeyer, K. A. Shogren, T. D. Little, & S. J. Lopez (Eds.), Development of self-determination through the life-course. (pp. 99-110). New York, NY, US: Springer Science + Business Media.

Ryan, R., & Deci, E. (2016). Facilitating and hindering motivation, learning, and well-being in schools: Research and observations from self-determination theory. In K. R. W. D. B. Miele (Ed.), Handbook on motivation at schools (2nd ed., pp. 96-119). New York, NY: Routledge.

My topic is Adolescent Educational Motivation.

Best wishes, Louise --Louise Wheeler (discusscontribs) 04:45, 1 September 2018 (UTC)

Hey! Have a look at this link and it may give you some ideas of where to start looking for research ideas --U3158984 (discusscontribs) 05:34, 15 October 2018 (UTC)

Suggestion for reader engagement[edit source]

Hi there! Great topic. One small suggestion that I think could really intrigue readers could be to include a case study. You could also do a statistics table or box to give the reader and extra bit of background knowledge and context. Well done on your book chapter so far and best wishes.--BB7897 (discusscontribs) 04:11, 17 October 2018 (UTC)

Heading casing[edit source]

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FYI, the convention on Wikiversity is for lower-cased headings. For example, use:

==Cats and dogs==

rather than

==Cats and Dogs==

-- Jtneill - Talk - c 03:13, 1 October 2018 (UTC)

Topic development feedback

The topic development 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 the chapter plan. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks are available via UCLearn. Note that marks are based on what was available before the due date, whereas the comments may also be based on all material available at time of providing this feedback.

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Title, sub-title, TOC[edit source]

  1. Excellent

User page[edit source]

  1. Good

Social contribution[edit source]

  1. Link doesn't go directly to evidence of contribution
  2. See suggestions for how to record social contributions

Section headings[edit source]

  1. Very good 2-level structure - not too little or not too much

Key points[edit source]

  1. Some, but limited development overall.
  2. Overview
    1. consider including some focus questions to help guide the chapter
    2. consider including one or more case studies here or elsewhere
  3. Conclusion - Expand - Probably the most important section

Image[edit source]

  1. None embedded at time of submission

References[edit source]

  1. Yikes (messy)
  2. Use APA style
  3. For latest APA style recommended format for dois see

Resources[edit source]

  1. Not provided

-- Jtneill - Talk - c 03:13, 1 October 2018 (UTC)

Addition[edit source]

This page is on such an important issue. I can't wait to see the finsihed product. I think your page would really benefit from true story case studies. AIME is a indigenious mentoring program that I have previously had an association with. They have many stories of triumph and they may even give you tips on how they motivate youth to stay in school. Definitely check out their interviews also, they be an interesting external link to your page. This is their website:

This government document on Aborginal education may also be of help when stating the current state of education in Australia for this population: Can't wait to read the finsihed project! TaylorMal (discusscontribs) 23:22, 17 October 2018 (UTC)

Chapter review and feedback[edit source]

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. Thanks for putting together this chapter on a challenging topic where there is not much literature.
  2. The chapter succeeds in pulling together diverse material to present a coherent, theory and research informed, but critical perspective.
  3. The main areas for improvement relate to the quality of written expression and implementation as an online wiki-based book chapter.
  4. For additional feedback, see comments below and these copyedits.

Theory[edit source]

  1. A diverse range of theory is considered, selected, described, and explained, with an emphasis on SDT and intrinsic motivation, with reference to cultural/social motivation.

Research[edit source]

  1. Relevant research is well reviewed and discussed in relation to theory. Ideally this would be integrated with theory, but there is a gap here. Makes sense to emphasise Martin's work and Australian government data.

Written expression[edit source]

  1. Written expression
    1. Abbreviations (such as e.g., i.e.., etc.) should only be used inside parentheses.
    2. Some of the bullet-points should have been in full paragraph format.
  2. Layout
    1. The chapter is reasonably well structured, with major sections using sub-sections.
  3. Learning features
    1. Use in-text interwiki links, rather than external links.
    2. Rename the external links so that they are more user friendly.
    3. No use of images.
    4. Good use of tables.
    5. Quiz questions are OK, but perhaps could be more tailored to the chapter's central messages.
    6. Consider adding one or more case study examples.
  4. Spelling, grammar, and proofreading.
    1. Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour).
    2. Check and correct use of commas.
    3. Spelling can be improved (e.g., see the [spelling?] tags).
    4. More proofreading is needed to fix typos and bring the quality of written expression closer to a professional standard.
  5. APA style
    1. Numbers under 10 should be written in words (e.g., five); numbers 10 and over should be written in numbers (e.g., 10).
    2. Direct quotes need page numbers.
    3. Citations
      1. Check and correct citation formatting.
      2. Did you directly consult Ritchie (1885) - probably not, in which case this should be a secondary citation.
    4. References are not in full APA style e.g.,
      1. Check and correct italicisation.
      2. Do not include issue numbers for journals which are continuously numbered within volumes.

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Canvas 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[edit source]

  1. Overall, this is a very good presentation that makes effective use of simple tools.

Structure and content[edit source]

  1. Many of the comments about the book chapter also apply to this section.
  2. Well selected and structured content - not too much or too little.
  3. The presentation is well structured (Title, Overview, Body, Conclusion). Perhaps take a little longer to establish the key focus questions for the presentation.
  4. Add and narrate an Overview slide, to help orientate the viewer about what will be covered.
  5. A Conclusion slide is presented with a take-home message.

Communication[edit source]

  1. The presentation makes effective use of text based slides with narrated audio.
  2. Excellent pacing.
  3. The font size is sufficiently large to make it easy to read in the time provided.
  4. The visual communication could be improved by including some relevant images, diagrams, tables etc.

Production quality[edit source]

  1. Use the full chapter title and sub-title on the opening slide and in the name of the video because this helps to match the book chapter and to clearly convey the purpose of the presentation.
  2. Audio and video recording quality was excellent.
  3. Keyboard clicks can be heard - review microphone set up (minor).
  4. Consider adding a written description to the description field.
  5. A copyright license for the presentation is not provided.
  6. A link to and from the book chapter is provided.

-- Jtneill - Talk - c 00:19, 18 November 2018 (UTC)