Talk:Motivation and emotion/Book/2019/Implementation intentions

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Suggestion for example of implementation intention[edit source]

Your book chapter reminded me alot of how this could benefit from people (e.g. students, employees) from procrastination. I found two articles that discuss the effects of implementing intentions into procrastinating behaviour and the actual mechanisms for it so might be helpful for a research example and also contribute to answering how implementation intentions might benefit society.

Bridging the gap between intentions and behavior: Implementation intentions, action control, and procrastination

Overcoming Procrastination: The Effect of Implementation Intentions1 --U3054327 (discusscontribs) 02:25, 17 October 2019 (UTC)[reply]

Recommendations[edit source]

You may want to link to the 'implementation intentions' section of 'extreme achievers'. -U3176958 (discusscontribs)

You may also find something of use implementation intentions sections of some of these past chapters.

Goal Sharing and goal pursuit

Self-concordance theory and motivation U3176958 (discusscontribs) 12:26, 2 September 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. Sub-title has been corrected to be consistent with the book table of contents

User page[edit source]

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

Social contribution[edit source]

  1. Summarised with indirect links to evidence.
  2. Add direct links to evidence. To do this: View the page history, select the version of the page before and after your contributions, click "compare selected revisions", and then use this website address as a direct link to evidence for listing on your user page. For more info, see Making and summarising social contributions.

Section headings[edit source]

  1. Basic, 1-level heading structure - could benefit from further development, perhaps using a 2-level structure.

Key points[edit source]

  1. Overview - Consider adding focus questions.
  2. Key points are well developed for each section, with relevant citations.
  3. Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters.
  4. Consider introducing a case study in the Overview.
  5. Consider including more examples/case studies.
  6. Consider embedding one quiz question per major section.

Image[edit source]

  1. None

References[edit source]

  1. Good.
  2. For full APA style:
    1. Use correct italicisation
    2. Use the new recommended format for dois -

Resources[edit source]

  1. See also
    1. Add links to specific sections
    2. Use sentence casing
  2. External links
    1. Use sentence casing

-- Jtneill - Talk - c 20:25, 28 September 2019 (UTC)[reply]

Limitations?[edit source]

Hi, love this tipic, but am just wondering if you have considered any limitations to implementation intentions at all? Including a section that critically considers the limitations of this topic would add depth to your overall chapter and demonstrate critical thinking, which is a key marking criteria. --U3173738 (discusscontribs) 11:59, 20 October 2019 (UTC)U3173738[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 solid, basic chapter which provides a reasonable summary of theory

about the topic, but limited review of research and basic additional learning features.

  1. Overview - consider building on the sub-title by presenting focus questions to help guide the reader and the chapter structure.
  2. This chapter is well under/over the maximum word count.
  3. For additional feedback, see comments below and these copyedits.

Theory[edit source]

  1. The underlying theory is reasonably well explained, with some basic examples.
  2. Greater connection to related theory and chapters could be provided within the main text (e.g., how about a feature box about the WOOP model, with a link to that chapter?)
  3. Consider providing one or more case studies to illustrate the ideas in action.

Research[edit source]

  1. Overall, this chapter provides a basic overview of relevant research.
  2. 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.
  3. Greater emphasis on major reviews and meta-analyses would be helpful.

Written expression[edit source]

  1. Written expression
    1. Overall, the chapter is reasonably well written.
  2. Layout
    1. See earlier comments about heading casing.
    2. The chapter uses a basic, 2-level structure.
  3. Learning features
    1. Adding interwiki links for the first mention of key words would make the text more interactive.
    2. Embedding interwiki links links to related book chapters would help to integrate this chapter into the broader book project.
    3. No use of images, tables, feature boxes, or case studies.
    4. Basic use of quizzes.
    5. 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.
  4. Grammar
    1. Check and make correct use of commas.
    2. Use serial commas[1] - it is part of APA style and generally recommended by grammaticists.
  5. Spelling
    1. Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour; fulfillment vs. fulfilment).
    2. Spelling can be improved (e.g., see the [spelling?] tags).
  6. APA style
    1. Direct quotes need page numbers.
    2. Citations are not in full APA style. For example:
      1. Use ampersand (&) inside brackets and "and" outside brackets.
      2. When there are three or more authors, subsequent citations should use et al. e.g., Smith, Bush and Western (2001) and thereafter cite Smith et al. (2001).
    3. References are not in full APA style. For example:
      1. Check and correct use of capitalisation.
      2. Check and correct use of italicisation.

Social contribution[edit source]

  1. ~4 logged social contributions without direct links to evidence

-- Jtneill - Talk - c 20:58, 6 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 an basic presentation.
  2. This presentation makes use of simple tools.
  3. The presentation is under the maximum time limit.

Structure and content[edit source]

  1. Good explanation of basic theory.
  2. Good use of simple examples.
  3. Research?
  4. Add and narrate an Overview slide (e.g., with focus questions), to help orientate the viewer about what will be covered.
  5. The presentation could be strengthened by adding a Conclusion slide with practical, take-home messages.

Communication[edit source]

  1. The presentation makes use of text and image based slides with narrated audio.
  2. The font size is OK but could be larger to make it even easier to read.
  3. The visual communication is effectively supplemented by images.

Production quality[edit source]

  1. Use the chapter title and sub-title are used in the video title - to clearly convey the purpose of the presentation.
  2. The chapter title and sub-title are used on the opening slide - this helps to clearly convey the purpose of the presentation.
  3. Audio recording quality was basic - there was some patches with low audio levels - review microphone set-up.
  4. Video recording quality was clear.
  5. Image sources and their copyright status are stated in general, but there specific licenses need to be indicated along with exact source locations.
  6. A copyright license for the presentation is provided.
  7. A link to the book chapter is provided, but it goes to a specific section rather than the top.
  8. A link from the book chapter is provided.
  9. A written description of the presentation is provided.

-- Jtneill - Talk - c 22:09, 17 November 2019 (UTC)[reply]