Talk:Motivation and emotion/Book/2018/Self-regulated learning

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Social Contributions[edit source]

Thanks for visiting the discussion page for my book chapter on Self-regulated learning. I'm Aidan, user name U3160382, the author of this chapter. Feel free to provide any feedback or tips you think would help me. Please leave a comment below! U3160382 (discusscontribs) 23:30 26 August 2018 (UTC)

This is a great start for your book chapter. It is well structured and I like that you are addresing the impact of self-regulated learning on underlying motivational and emotional concepts. Just remeber to include DOI's in your reference list. If this is not available provide a link for the article i.e where it was retrieved from. Here is a link to the UC APA style guidelines that might help you - UC APA 6th edition. --Bridie Mcinerney (discusscontribs) 01:39, 13 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. OK
  2. Title now added

User page[edit source]

  1. Excellent

Social contribution[edit source]

  1. Excellent

Section headings[edit source]

  1. Logical, 2-level structure.
  2. Add Overview and Conclusion "book-end" sections
  3. Consider abbreviating the heading: "What is the efficacy of the implementation of self-regulated learning in a number of academic scenarios?" - or removing, as it is not one of the central questions for the topic.
  4. Maybe consider reducing the number of sub-headings

Key points[edit source]

  1. Reasonable
  2. No key points for sub-headings or Overview or Conclusion

Image[edit source]

  1. Good
  2. Connect the image captions with key points being made in the text

References[edit source]

  1. Good
  2. Use APA style
  3. For latest APA style recommended format for dois see

Resources[edit source]

  1. See also - Very good
  2. External links - Good. Include source in brackets after the link.

-- Jtneill - Talk - c 09:56, 30 September 2018 (UTC)

Feedback on chapter[edit source]

Hi Aidan, I wrote the following paragraph to help you get started on the subsection on motivation. Points 2 and 3 need further developing. I hope this helps, Silvia U3037801 (discusscontribs) 03:54, 12 October 2018 (UTC)

Motivation is a key factor in self-regulated learning. According to Pintrich (1999) self-regulated learning is facilitated by intrinsic motivation and the adoption of mastery goals and obstructed by goals which are extrinsically motivated. Research has shown that developing an individual’s motivational beliefs may help them to adopt a self-regulated learning style. Pintrich’s (1999) model identifies three types of motivational beliefs including self-efficacy, task value and goal orientation.

1. Self-Efficacy is having the confidence to take on, work toward and succeed at challenging tasks. Bandura (1977) first introduced the concept of self-efficacy to describe a person’s belief in their ability to use their skills to cope with a situation. 2. Task value is defined as (add a definition) 3. Goal orientation is (add a definition)

Suggestion[edit source]

Hi there, this chapter is on an interesting topic and I'm excited to read it upon its completion! I'm not sure how far along you are with research, but I found this article on emotions and self-regulated learning and its impacts on academic achievement I would also recommend including more images, textboxes or tables to enhance the look of the page and make it more interactive! Good work --U3160212 (discusscontribs) 09:52, 13 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. Overall, this is a solid chapter that uses psychological theory and research to help address a practical, real-world phenomenon or problem.
  2. The chapter could benefit from further development of the Overview (e.g., add focus questions).
  3. For additional feedback, see comments below and these copyedits.

Theory[edit source]

  1. Several relevant theories are described, and explained.
  2. The chapter could be improved by providing greater synthesis/integration of theory, or being more selective about which theories to cover.
  3. The case study is helpful, but could be expanded to give more concrete examples of theory in action.

Research[edit source]

  1. Relevant research is cited and discussed in relation to theory.
  2. When describing important research findings (e.g., Wolter, 1998), consider including more detail about the methodology to help the reader understand the study and indicate the size of effects in addition to whether or not there was an effect or relationship.
  3. Greater emphasis on major reviews and meta-analyses would be helpful.

Written expression[edit source]

  1. Written expression
    1. Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences.
    2. Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in brackets at the end of the sentence.
    3. Avoid directional referencing (e.g., "As previously mentioned").
  2. Layout
    1. The chapter is well structured, with major sections using sub-sections.
  3. Learning features
    1. Interwiki links are well used.
    2. Excellent use of images, tables, feature boxes, and quizzes.
  4. Spelling, grammar, and proofreading.
    1. Check and make correct use of ownership apostrophes (e.g., individuals vs. individual's).
    2. Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour).
  5. APA style
    1. Refer to each Table and each Figure at least once within the main text.
    2. Citations
      1. Select up to the top three citations per point (i.e., avoid citing four or more citations to support a single point).
    3. References are not in full APA style e.g.,
      1. Check and make correct use of capitalisation.

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 an excellent presentation that makes effective use of simple tools.

Structure and content[edit source]

  1. Reasonably well selected and structured content, however the presentation feels a little heavy/rushed.
  2. The presentation is well structured (Title, Overview, Body, Conclusion).
  3. More examples could be helpful.
  4. A Conclusion slide is presented.
  5. Practical, take-home message(s) could be emphasised.

Communication[edit source]

  1. The presentation makes reasonably effective use of text and image based slides with narrated audio.
  2. Reasonably well paced, but consider leaving longer pauses between sentences to allow information to be digested.
  3. The font size is mostly sufficiently large to make it easy to read in the time provided, although sometimes too much text is presented in the time allowed (especially whilst also listening to the audio).

Production quality[edit source]

  1. The full chapter title and sub-title are used in the video title - this helps to clearly convey the purpose of the presentation.
  2. The full chapter title and sub-title are used on the opening slide - this helps to clearly convey the purpose of the presentation.
  3. Video recording quality was excellent.
  4. Audio recording quality is OK.
  5. A copyright license for the presentation is provided.
  6. A link to and from the book chapter is provided.

-- Jtneill - Talk - c 11:16, 29 November 2018 (UTC)