Talk:Motivation and emotion/Book/2020/Action identification theory

Comments

Resources that I think will be beneficial: https://www.researchgate.net/publication/229061776_Action_Identification_Theory --> defining topic

http://psychology.iresearchnet.com/social-psychology/social-psychology-theories/action-identification-theory/ --> Good for the individuality aspect of the theory

https://www.acrwebsite.org/volumes/7489/volumes/v20/NA-20 --> For real life applications and case study generation --Fiddausi Husseini (discuss • contribs) 12:19, 12 October 2020 (UTC)Fiddausi Husseini

Social contribution

Hi there, it looks like you have quite a lot of content going into this chapter, to minimize the risk of exceeding the word count you could try to condense the theoretic principles and / or identity sections into tables or brief summaries to allow more space to cover the vast amount of applications you have listed which addresses the topic question directly. Cheers :)

U3145017 (discuss • contribs) 14:09, 17 October 2020 (UTC)

Heading casing

FYI, the recommended Wikiversity heading style uses sentence casing. For example: Self-determination theory rather than Self-Determination Theory Here's an example chapter with correct heading casing: Growth mindset development -- Jtneill - Talk - c 07:29, 17 November 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 basic, but sufficient chapter. For additional feedback, see the following comments and these copyedits. Theory Basic but sufficient coverage of relevant theory is provided. The explanation of AIT in this chapter could be significantly improved by providing more practical examples and possibly case studies. It is one thing to explain an abstract idea; it another thing to make it easy to understand through a salient example. Research Overall, this chapter provides a basic overview of relevant research. Some claims are unreferenced (e.g., see the tags). Written expression Written expression Overall, the quality of written expression is basic. A lot of the written expression is very abstract, which makes the chapter difficult to read, especailly for an unfamiliar reader. Consider ways of simplifying the written expression to make it more accessible to a wider audience. This is the essence of science communication. Some sentences are overly long; consider splitting them into shorter, separate sentences. Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences. Use 3rd person perspective rather than 1st (e.g., "we") or 2nd person (e.g., "you")[1]. Layout See earlier comments about heading casing. Sections which include sub-sections should also include an introductory paragraph (which doesn't need a separate heading) before branching into the sub-headings. Learning features Basic 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. Ideally, use in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters. Other links can be moved to the external links section. Minimal use of image(s). Basic use of table(s). Good use of feature box(es). Basic use of quiz(zes). Grammar Use serial commas[2] - it is part of APA style and generally recommended by grammaticists. Here's a 1 min. explanatory video. Abbreviations Once an abbreviation is established (e.g., AIT), use it consistently. Don't set up an abbreviation and then not use it or only use it sometimes. Spelling Spelling can be improved (e.g., see the tags). Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour). Proofreading More proofreading is needed to fix typos (e.g., third vs. 3rd) and bring the quality of written expression closer to a professional standard. APA style In general, do not capitalise the names of disorders, therapies, theories, etc.. Figures and tables Refer to each Table and Figure using APA style (e.g., do not use italics). Citations are not in full APA style. For example: If there are three or more authors, cite the first author followed by et al., then year. For example, either: in-text, Smith et al. (2020), or in parentheses (Smith et al., 2020) References are not in full APA style. For example: Check and correct use of capitalisation. Check and correct use of italicisation. Provide the full journal name. Add spaces between author initials. Include hyperlinked dois with the full link path displayed. Social contribution ~3 logged social contributions without direct links to evidence, so unable to easily verify and assess.

-- Jtneill - Talk - c 07:29, 17 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 a very good presentation. The presentation is over the maximum time limit - content beyond 3 mins is ignored for marking purposes. Structure and content There is too much content to present within the allocated time frame. Zoom out and provide a higher-level presentation at a slower pace. It is best to do a small amount well than a large amount poorly. The presentation is well structured. The presentation makes excellent use of theory. The presentation makes excellent use of research. The presentation makes excellent use of one or more examples or case studies. The Conclusion did not fit within the time limit. Communication The presentation is easy to follow and interesting to watch and listen to. The presentation makes effective use of text and image based slides with narrated audio. Well paced. The font size is sufficiently large to make it easy to read. The visual communication is effectively supplemented by images. Production quality The video is well produced using simple tools. The chapter title but not the sub-title are used in the video title - the latter would help 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. Audio recording quality was excellent. Visual display quality was excellent. Image sources and their copyright status are not provided. If you created this infographic, it is excellent - ideally, upload to Wiki Commons and use in the book chapter too. A copyright license for the presentation is not provided. A link to the book chapter is provided. A link from the book chapter is provided. A written description of the presentation is not provided.

-- Jtneill - Talk - c 11:45, 20 November 2020 (UTC)