Talk:Motivation and emotion/Book/2018/Hope and motivation

Comments

Hi, I noticed your image was not referenced according to APA so I added what was required and I also added a link under 'see also' which might be connected to your topic! Good luck with your chapter! --U3133258 (discuss • contribs) 15:54, 16 October 2017 (UTC) 2.54 AM 17 October 2017

Hi, i found a source that may be useful for your low self-esteem section. It is a study on measuring self-esteem instability. I hope this helps! Howard, M. C. (2017). Measuring self-esteem instability through a single-administration scale: Still a fruitless endeavor?. Personality And Individual Differences, 104522-532. doi:10.1016/j.paid.2016.09.011 --Eadams1994 (discuss • contribs) 04:56, 21 October 2017 (UTC)

Hi! I found a peer reviewed journal, which might be helpful in linking your chapter to research based findings. Snyder, C. R., Shorey, H. S., Cheavens, J., Pulvers, K. M., Adams, V. H., III, & Wiklund, C. (2002). Hope and academic success in college. Journal of Educational Psychology, 94(4), 820-826. doi:10.1037/0022-0663.94.4.820 --TarunSharma23 (discuss • contribs) 22:30, 25 August 2018

Topic development review and 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 through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks will be available later via Moodle. Keep an eye on Announcements. 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.

Title, sub-title, TOC Excellent User page Created Used headings for sections Social contribution Excellent - summarise the comment - excellent link Section headings Very limited heading development - headings provided are largely generic, without customisation Key points Some basic ideas, but limited development of key points for each section Image One image added Include APA style Figure caption for each image References Good Check and correct capitalisation Use the new recommended format for dois - http://blog.apastyle.org/apastyle/2014/07/how-to-use-the-new-doi-format-in-apa-style.html Do not include issue numbers for journals which are continuously numbered within a volume Resources Basic - see suggested changes already made to the page

-- Jtneill - Talk - c 11:26, 14 October 2017 (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 chapter seems to be incomplete and is poorly written, so it is not of satisfactory standard for a 3rd year undergraduate psychology unit. Some of the generic template material is included - needs to be adapted or removed. Theory Very limited coverage of theory. More could be said about Snyder's view of hope. Also consider Seligman's views about hope. How is Maslow's hierarchy of needs related to hope? (Not linked/explained). Research There was little to no description of relevant research. Incorporate major reviews of hope e.g., Alarcon, G. M., Bowling, N. A., & Khazon, S. (2013). Great expectations: A meta-analytic examination of optimism and hope. Personality and Individual Differences, 54(7), 821-827. When describing important research findings, indicate the size of effects in addition to whether or not there was an effect or relationship. Written expression Written expression The chapter would benefit from a more developed Overview and Conclusion, with clearer focus question(s) (Overview) and take-home self-help message for each focus question (Conclusion). Obtaining (earlier) comments on a chapter plan and/or chapter draft could have helped to improve the chapter. Expand bullet-points into sentences. Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences. Layout Very basic and underdeveloped. Learning features Add interwiki links to make the text more interactive. Spelling, grammar and proofreading There are very significant problems with the quality of written English, particularly grammar, presented in this chapter. Professional support and help is strongly recommended e.g., from https://www.canberra.edu.au/current-students/canberra-students/student-support/study-skills. The quality of the written expression in this chapter is not at the standard required for 3rd year undergraduate study. APA style Use APA style for Figure captions References are not in full APA style e.g., check capitalisation, italics, 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 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 limited presentation that doesn't successfully convey the best available psychological theory and research about this topic. Structure and content The presentation lacks a clear structure e.g., Title, Overview, Body, and Conclusion. Add and narrate a Title slide, to help the viewer understanding the focus and goal of the presentation. Add and narrate an Overview slide, to help orientate the viewer about what will be covered. The presentation could be strengthened by adding a Conclusion slide with practical, take-home messages. Communication The presentation uses very basic tools - a few text-based slides, with narrated audio. Consider slowing down and leaving longer pauses between sentences. This can help the viewer to cognitively digest the information that has just been presented before moving on to the next point. The slides contain a lot of text - consider using more slides, with less text on each slide. There is no use of images or diagrams. Production quality The presentation is well under the maximum time limit. Use the full chapter title and sub-title on the opening slide to clearly convey the purpose of the presentation. Audio recording quality was very quiet - review microphone set up. I suspect that an on-board microphone rather than a headset microphone was used for the recording.

-- Jtneill - Talk - c 11:44, 28 November 2017 (UTC)