I was recently reading the textbook chapter on 'Individual Emotions' (chapter 14). In the paragraph on guilt, it discussed how guilt arises after the person evaluates his/her actions as a failure. The person who feels guilty focuses what needs to be done to undo the hurtful consequences of their behaviour, often involving making a mends.
I think the function of guilt would play a major role in consumer purchase honesty. Speaking from personal experience - I remember I accidentally walked out of a shop without purchasing a hat and I only realised it was still in my hand when I was about 50m from the shop. The emotion of guilt came over me, and motivated me to return the hat and apologise to the store owner.
You may want to incorporate a heading relating to guilt, and include how the function of guilt may deter people away from purchase dishonesty and towards purchase honesty.
It may be helpful for readers to talk about rewards and punishment from an operant conditioning perspective. u3092381
It may be useful to look at the Social Construction of norms in this regard? or Game theory? IF people feel as though someone has been dishonest or cheated them in some way they are much more likely to choose dishonesty as a strategy eg: Payback this could be an interesting way of linking some theory into your book chapter. Peer Suggestion Luke O
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.
Annotated bibliography presented, rather than a plan for chapter development.# Basic development of key points for each section, with relevant citations.
Overview - Consider adding focus questions.
Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters.
Consider introducing a case study in the Overview.
Consider including more examples/case studies.
Consider embedding one quiz question per major section.
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, this is an excellent chapter that successfully uses psychological theory and research to help address a practical, real-world phenomenon or problem.
Overall, this is a basic, but sufficient chapter.
The chapter could benefit from further development of the Overview and Conclusion - it should be possible to only read these sections and get a good sense of why the topic is important and what is known/recommended.
Overview - consider building on the sub-title by establishing focus questions to help guide the reader and the chapter structure.
Some useful theory is considered (emotion, self-concept, and learning). Perhaps also social psychological theories.
The Reeve (2018) textbook is overused as a citation - instead, utilise primary, peer-reviewed sources.
There is too much detail on some general theory (e.g., behaviourism) and insufficient focus on its application to the specific topic of interest (consumer purchase dis/honesty).
Did you consult Thorndike (1938)? If not, this should be a secondary citation.
Any research evidence about learning theories and consumer dis/honesty?
Basic coverage of research involving the relation between the target constructs is provided.
When describing important research findings, consider including a bit more detail about the methodology and indicate the size of effects in addition to whether or not there was an effect or relationship.
Greater emphasis on major reviews and meta-analyses would be helpful.
Useful example - to improve, embellish and consider adding an image.
consider rephrasing the dot points as focus questions
Use academic sources rather than standard dictionary.
Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences.
Learning features
Promising use of quizzes, but embedding questions within sections probably provided better learning than leaving them all until the end. The last quiz question doesn't make sense.
Adding interwiki links for the first mention of key words would make the text more interactive.
Embedding interwiki links links to other book chapters would help to integrate this chapter into the broader book project.
Basic use of images.
No use of tables.
Basic use of feature boxes.
Grammar
Abbreviations (such as e.g., i.e.., etc.) should only be used inside parentheses.
Check and correct use of ownership apostrophes (e.g., individuals vs. individual's).
APA style
Numbers under 10 should be written in words (e.g., five); numbers 10 and over should be written in numbers (e.g., 10).
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.
The presentation makes effective use of text and basic animated image 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 font size is sufficiently large to make it easy to read.
The visual communication is supplemented by images. However, be aware that moving images can distract a viewer from the audio and text.
Communicate the chapter title and sub-title in both the video title and on the opening slide this helps to clearly convey the purpose of the presentation.
Audio recording quality was very quiet - probably an on-board microphone was used. Consider using an external microphone.
Image sources are provided.
A copyright license for the presentation is provided in the video description but not in the meta-data.
A link to the book chapter is provided.
A link from the book chapter is provided.
A brief written description of the presentation is provided.
