Talk:Motivation and emotion/Book/2019/Autonomy support and educational motivation in primary school

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Comments[edit source]

This is an example comment: Check out work by Ed Deci on autonomy support. ---- Jtneill - Talk - c 07:23, 21 August 2019 (UTC)[reply]

I just updated some of your headings to follow the Wikiversity conventions. FYI, the convention on Wikiversity is for lower-cased headings (or sentence casing). For example, use:

==Cats and dogs==

rather than

==Cats and Dogs==

--U3172958 (discusscontribs) 05:10, 31 August 2019 (UTC)[reply]

Hi, this article may be useful: Changes in perceived autonomy support, need satisfaction, motivation, and well-being in young elite athletes: Andreas Stenling, Magnus Lindwall, & Peter Hassmén (2015). --U3173638 (discusscontribs) 03:14, 1 September 2019 (UTC)[reply]

Hi, I found this article and I hope that it could be useful to you: https://doi.org/10.1177/0146167201276001 So far the page looks great, I really like your table of contents.--U3160493 (discusscontribs) 22:43, 1 September 2019 (UTC)[reply]

Hi there, autonomy support and how it affect an individual is so fascinating! Here is a very recent paper which look at how autonomy support in the workplace may motivate people to act in pro environmental ways both inside and outside of the workplace. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0223774 I hope you find it useful it was a really interesting paper. When you explain extrinsic motivation it may be worth listing all four types of extrinsic motivation and the external cotingency at stage e.g. identified regulation: Valuing, sense of importance. Sunbear25 (discusscontribs) 02:56, 13 October 2019 (UTC)[reply]

Hi, can I suggest you combine the two major headings on SDT into one major heading and a series of subheadings so that the flow runs better - just an idea, when I first skimmed I thought they were two different things. Also, have you considered goal-achievement theory and creativity as motivators for autonomy? Sorry if you have and I missed it. I am very interested in education as I think it needs a big shake up in Australia. Good luck --U3092376 (discusscontribs) 04:39, 18 October 2019 (UTC)[reply]

This is a great chapter so far just two things. Firstly I feel some sort of visual summary even just a simple diagram for SDT would be handy as the overview and components of it get lost in a sea of words. Secondly some of the dot points under current issues (particularly the first one) could benefit from having a source highlighting the issue. --Haylzw (discusscontribs) 06:24, 16 October 2019 (UTC)[reply]

Hey there, fantastic chapter!! I think how we stay motivated is a massive area for discussion and future research. Also as aheads up I have been kind of rude and change your coding on the chapter page a little. 1.placed a break under the intrinsic and extrinsic heading to seperate the big image in there. 2.I also bolded the question mark.. Hope thats alright. --U3069703 (discusscontribs) 18:13, 20 October 2019 (UTC)[reply]


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.

Title and sub-title[edit source]

  1. Excellent

User page[edit source]

  1. Created, with description about self and link to book chapter

Social contribution[edit source]

  1. None summarised with links to evidence

Section headings[edit source]

  1. Well developed 2-level heading structure, with meaningful headings that directly relate to the core topic.
  2. Sections which include sub-sections should also include an overview paragraph (which doesn't need a separate heading) before branching into the sub-headings.
  3. Avoid providing too much background information (e.g., about "autonomy". Instead, briefly summarise generic concepts and provide internal wiki links to further information. Then the focus of most of the content can be on directly answering the core question(s) posed by the chapter sub-title (i.e., how can "autonomy support" be fostered?).

Key points[edit source]

  1. Overview - Consider adding focus questions
  2. Use APA style for citations (e.g., no author initials)
  3. Key points are incomplete or missing for some proposed sections
  4. Reduce background material and increase material about how to foster autonomy support
  5. Consider including more examples/case studies.
  6. Consider embedding one quiz question per major section.

Image[edit source]

  1. Excellent

References[edit source]

  1. Good.
  2. For full APA style:
    1. Use correct capitalisation
    2. 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

Resources[edit source]

  1. See also
    1. Very good
  2. External links
    1. None provided

-- Jtneill - Talk - c 20:34, 26 September 2019 (UTC)[reply]

Hi I noticed you did not include the DOI's for some of your articles so I added the ones for those which I could find. You should review your material and see if there are any more you can add for full marks for APA formatting.

FYI, the current way to display a doi in apa format is to precede it with https://doi.org/

For example doi: 10.1037/arc0000014 should be displayed as https://doi.org/10.1037/arc0000014

For more details see https://blog.apastyle.org/apastyle/2017/03/doi-display-guidelines-update-march-2017.html

--U3172958 (discusscontribs) 11:47, 10 October 2019 (UTC)[reply]

Hi there,

I noticed on the Canvas discussion board that you had forgotten how to put boxes on your page (for case study etc.)

Here's a couple you can use (just copy and paste the code and then edit as you need) - you can change colours by changing the theme number

Case study
Put case study here

OR

Case study
Subtitle if you want it
Add case study here

Hope this helps --U3173480 (discusscontribs) 06:22, 15 October 2019 (UTC)[reply]

Blended learing environment[edit source]

Hey,

I just read through your chapter and it looks great! However, after doing a little bit of research i found that having a "blended learning environment" such as offering online and face to face work in the class room (for any age) can increase engagement and provide children with the oppotunity to take more responsibility for their work which may increase autonomy.

Hope that gives you a few more ideas for your topic!! --U3160677 (discusscontribs) 02:49, 20 October 2019 (UTC)[reply]


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 UCLearn Canvas, along with social contribution marks and feedback. Keep an eye on Announcements.

Overall[edit source]

  1. Overall, this is a promising chapter that successfully uses psychological theory and research to help address a practical, real-world phenomenon or problem.
  2. This chapter is well over the maximum word count.
  3. Overview - consider building on the sub-title by presenting focus questions to help guide the reader and the chapter structure.
  4. For additional feedback, see comments below and these copyedits.

Theory[edit source]

  1. There is too much general theoretical material (e.g., about SDT, autonomy, Maslow's hierarchy of needs). Instead, summarise and link to further information (such as other book chapters and/or Wikipedia articles), to allow this chapter to focus on the specific topic (i.e., the sub-title question).
  2. The Reeve (2018) textbook is overused as a citation - instead, utilise primary, peer-reviewed sources.
  3. Otherwise relevant theory are well selected, described, and explained. The area for improvement is being selective and focused and integrating better linkage to other related content.

Research[edit source]

  1. Relevant research is well reviewed and discussed in relation to theory.
  2. It is good to see at least one meta-analysis cited; what is the effect size?
  3. Excellent summary of findings.

Written expression[edit source]

  1. Written expression
    1. Overall, the quality of written expression is very good. The main area for improvement is editing down to a more focused chapter within the maximum word count, as well correcting some basic grammar and spelling errors.
    2. Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences.
    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. Very good use of interwiki links to Wikipedia articles.
    2. No use of embedded links to related book chapters. Embedding interwiki links links to related book chapters helps to integrate this chapter into the broader book project.
    3. Good use of images. Adjust image sizes for better layout. Numbering should be sequential: 1, 2, 3 etc.
    4. Basic use of tables. Table needs an APA style caption.
    5. Good use of feature boxes.
    6. Basic use of quizzes.
    7. The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than being presented as a set of questions at the end.
    8. Good use of case studies or examples.
  4. Grammar
    1. The grammar for some sentences could be improved (e.g., see the [grammar?] tags).
    2. Check and make correct use of commas.
    3. Check and correct use of ownership apostrophes (e.g., individuals vs. individual's vs individuals').[1].
    4. Check and correct use of affect vs. effect.
    5. Abbreviations
      1. If using abbreviations (such as AS), establishing them on first use of the word(s) and then use the abbreviation consistently from then onwards; don't mix and match.
  5. Spelling
    1. Spelling can be improved (e.g., see the [spelling?] tags).
    2. Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour; fulfillment vs. fulfilment).
  6. APA style
    1. Numbers under 10 should be written in words (e.g., five); numbers 10 and over should be written in numerals (e.g., 10).
    2. Direct quotes need page numbers.
    3. Figures and tables
      1. Use APA style for Figure captions. [[Motivation and

emotion/Assessment/Chapter/Figures|See example]]. For example, the first image doesn't have a caption.

      1. Use APA style to refer to each Table and each Figure (e.g., do not use italics).
      2. Use APA style for Table captions. See example.
      3. Refer to each Table and Figure at least once within the main text (e.g., see Figure 1).
    1. Citations are not in full APA style. For example:
      1. No comma is needed in this situation: "Noltemeyer et. al., (2012)"
      2. In-text citations should be in alphabetical order.
    2. References are not in full APA style. For example:
      1. Check and correct use of capitalisation.
      2. Check and correct use of italicisation.
      3. See new doi format.

Social contribution[edit source]

  1. No logged social contributions

-- Jtneill - Talk - c 01:14, 13 November 2019 (UTC)[reply]


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 basic, sufficient presentation.

Structure and content[edit source]

  1. Reasonably coverage, but lacking somewhat in specificity around the target topic.
  2. Probably too much content was general background info (e.g., about autonomy and autonomy support as opposed to the specific topic which is "What role does autonomy support play in educational motivation and how can it be fostered in primary schools?"
  3. There is a slide with Maslow's Hierarchy of Needs, but no discussion of it - suggest removing.
  4. The most useful, relevant slide was "Practical ideas for teachers". Ideally, expand around this.
  5. Add and narrate an Overview slide, to help orientate the viewer about what will be covered.

Communication[edit source]

  1. The presentation is easy to follow.
  2. The presentation makes effective use of text and image based slides with narrated audio.
  3. Well paced.
  4. The font size is sufficiently large to make it easy to read.
  5. The visual communication is effectively supplemented by images.

Production quality[edit source]

  1. The chapter title and sub-title are used on the opening slide - this helps to clearly convey the purpose of the presentation.
  2. Some of the text is displayed too briefly to be read.
  3. Audio recording quality was mediocre - review microphone set-up - it sounds like an on board microphone was used rather than a plug-in microphone.
  4. Hide the Screencastify recording bar.
  5. Authorship not indicated.
  6. Image sources and their copyright status are not provided.
  7. A copyright license for the presentation is provided.
  8. A link to the book chapter is not provided.
  9. A link from the book chapter is provided.

-- Jtneill - Talk - c 22:18, 16 November 2019 (UTC)[reply]