Talk:Motivation and emotion/Book/2020/Academic locus of control

Social Contributions

Hi, looks like a good structure to address the first part of your question 'What is academic locus of control?'

Make sure to equally focus on the 'consequences' and 'ways to develop' sections as they make up the other 66% of your research question.

I included some ideas below for your consequences heading:

1. One consequence of internal academic LOC might be higher academic self-efficacy (or vice versa).

2. One consequence of external academic LOC could be academic procrastination.

The study linked below shows a positive relationship between external LOC and academic procrastination. Increases in external LOC also saw increases in academic procrastination. Also positive relationship between internal LOC and academic self-efficacy. So internal LOC increased alongside academic self efficacy. Which make sense for someone who feels they can affect they environment would also believe in their ability to succeed.

Certel, Z., Kozak, M., & Certel, Z. (2017). The Examination of Relationships between Academic Self-Efficacy, Academic Procrastination, and Locus of Academic Control of Athletes in Different Sports. The Sport Journal, 19, 1-10. -Zacharydodemaide

Heading casing

FYI, the convention on Wikiversity is for sentence casing. For example, the wikitext should be: == Cats and mice == rather than == Cats and Mice == -- Jtneill - Talk - c 07:40, 19 September 2020 (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.

Title and sub-title Excellent User page Excellent Consider linking to your eportfolio page and/or any other professional online profile such as LinkedIn. This is not required, but it can be useful to interlink your professional networks. Social contribution Excellent Summarised with direct link(s) to evidence. Section headings Basic, 2-level heading structure - could benefit from further development of latter sections See earlier comment about Heading casing. Key points Good key point development for most sections. Something we may want to consider and discuss about this chapter is locus of control vs. locus of causality. There is overlap but also important distinction. Avoid providing too much background information (e.g., about LOC). Briefly summarise generic concepts and provide internal wiki links to further information. Then focus most of the content on directly answering the core question(s) posed by the chapter sub-title. Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters. Overview - Consider adding: an example of academic external locus of control focus questions. an image. Image Excellent Cite each figure at least once in the main text. Consider increasing Figure 2 image size to make it easier to read. References Very good For APA referencing style, check and correct: italicisation Resources Excellent

-- Jtneill - Talk - c 07:40, 19 September 2020 (UTC)

Measurement

By adding a section on how to measure a persons locus of control could give a better insight into what it actually is. The forced-choice scale is widely used measurement --Jackson McNee (discuss • contribs) 02:51, 7 October 2020 (UTC)

Social contribution

Relevant topic you've chosen as we finish up our 3rd year! It might be helpful for readers if you introduce each new theory / point with an everyday example to avoid getting bogged down by all the theory and technical language as I see you will be covering several theories. Cheers :) U3145017 (discuss • contribs) 13:59, 17 October 2020 (UTC)

Chapter review and feedback

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

Overall Overall, this is a solid that makes very good use of psychological theory, good use of research, and addresses real-world phenomenon or problem. In the Overview, consider presenting an illustrative case study to help engage reader interest. For additional feedback, see the following comments and these copyedits. Theory Relevant theory is well explained. Research Overall, this chapter provides a good overview of relevant research. When describing important research findings, consider including a bit more detail about the methodology and indicating the size of effects in addition to whether or not there was an effect or relationship. Greater emphasis on major reviews and/or meta-analyses would be helpful. Written expression Written expression Overall, the quality of written expression is very good. Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences. The chapter could be improved by developing some of the bullet-points into full paragraph format. Layout See earlier comments about heading casing. Learning features Basic/No use of embedded in-text interwiki links to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text more interactive. See example. No use of embedded in-text links to related book chapters. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. Good use of image(s). Excellent contribution of images to Wiki Commons. Expand image display sizes to make them easier to read. No use of table(s). Good use of feature box(es). Very good use of quiz(zes). No use of case studies or examples. Grammar The grammar for some sentences could be improved (e.g., see the tags). Check and make correct use of commas. Check and correct use of ownership apostrophes (e.g., individuals vs. individual's vs individuals').[1]. Abbreviations Check and correct grammatical formatting for abbreviations (such as e.g., i.e.., etc.). APA style Citations are not in full APA style. For example: Multiple citations in parentheses should be listed in alphabetical order by first author surname. References use correct APA style. Note that "Retrieved from ..." is not used for APA style 7th ed. Social contribution ~2 logged, useful, social contributions with direct links to evidence.

-- Jtneill - Talk - c 01:04, 29 November 2020 (UTC)

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's UCLearn 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 Overall, this is an reasonably good presentation. Structure and content Comments about the book chapter also apply to this section. An appropriate amount of content is presented - not too much or too little. The presentation is well structured. Consider adding and narrating an Overview slide (e.g., with focus questions), to help orientate the viewer about what will be covered. The presentation makes very good use of relevant theory. The presentation makes basic use of relevant research. The presentation could be improved by making more use of examples or case studies. The presentation could be strengthened by adding a Conclusion slide with practical, take-home messages. Communication The presentation makes effective use of text and 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. Consider using greater intonation to enhance listener interest and engagement. Some slides could be improved by reducing the amount of text displayed. The visual communication is effectively supplemented by images. Production quality The video is basically produced using simple tools. The chapter title and sub-title are used in the name of presentation and on the opening slide - this helps to clearly convey the purpose of the presentation. The chapter title and sub-title are used on the opening slide - this helps to clearly convey the purpose of the presentation. The chapter title but not the sub-title are used in the name of presentation - the latter would help to clearly convey the purpose of the presentation. Audio recording quality was good, however there was some fade out/fade in during slide transitions. Visual display quality was good. Hide the audio icon. A copyright license for the presentation is provided. 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. Consider expanding.

-- Jtneill - Talk - c 01:19, 29 November 2020 (UTC)