Talk:Motivation and emotion/Book/2018/Self-regulated learning
- 1 Social Contributions
- 2 Topic development feedback
- 3 Feedback on chapter
- 4 Suggestion
- 5 Chapter review and feedback
- 6 Multimedia feedback
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 (discuss • contribs) 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 (discuss • contribs) 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 and/or contacting the reviewer. Topic development marks are available via . 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
Feedback on chapter
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 (discuss • contribs) 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)
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 http://www.researchgate.net/publication/263916847 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 (discuss • contribs) 09:52, 13 October 2018 (UTC)
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 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.
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 . If you would like further clarification about the marking or feedback, contact the unit convener.