Talk:Motivation and emotion/Book/2021/Climate change helplessness

Sugestion

Hey! One of my friends are really all over climate change and we had a really long discussion about it. One of the topics that came up was this idea of helplessness, its too big of an issue and an individual has such little impact that they just don't act. its sad because we literally need everyone to be involved to beat climate change. Here is an interesting article! https://psycnet.apa.org/record/2017-05297-001 --U3202984 (discuss • contribs) 11:25, 15 October 2021 (UTC)

APA 7th edition

Hey there, some interesting thoughts on helplessness in climate change. Just a heads up that in the 7th edition APA, if there are more than 2 authors, you only list the first one with et al. Even for the first instance of citing those authors. E.g rather thanː Rooney-Varga, Sterman, Fracassi, Franck, Kapmeier, Kurker, Johnston, Jones, & Rath in 2018,.... It would be Rooney-Varga et al (2018), ..... Also, I found this article that might be useful to extend the discussion to include some effective ways to improve climate change proactive behaviours. This article proposes a potential way to address the feeling of helplessness around climate change. https://journals-sagepub-com.ezproxy.canberra.edu.au/doi/10.1177/1075547015617941. --Mcewas (discuss • contribs) 05:12, 29 November 2021 (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 01:03, 11 November 2021 (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. Chapter marks will be available via UCLearn along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is an insufficient chapter. I suspect that the recommended 5 topic development hours and 45 book chapter hours were not invested in preparing this chapter. Well under the maximum word count. # For additional feedback, see the following comments and these copyedits. Overview The Overview is not about the target topic (i.e., CC and LH). Consider explaining the problem or phenomenon in more detail. Consider developing focus questions to help guide the reader and structure the chapter. Consider introducing a case study or example or using an image to help engage reader interest. Theory — Breadth Basic but insufficient coverage of relevant theory about CC and LH. Citation is lacking for many claims. Build more strongly on other related chapters (e.g., by incorporating embedded links to other chapters in this category: Category:Motivation and emotion/Book/Environment and Category:Motivation and emotion/Book/Learned helplessness). Theory — Depth Basic, but insufficient depth is provided about the selected theory(ies) in relation to CC and LH. More examples about CC and LH could be useful to illustrate key concepts. Research — Key findings Some, but inufficient use of relevant psychological research. Greater emphasis on major reviews and/or meta-analyses would be helpful. Research — Critical thinking Insufficient critical thinking about research is evident. Critical thinking about research could be further evidenced by: describing the methodology (e.g., sample, measures) in important studies discussing the direction of relationships considering the strength of relationships acknowledging limitations suggesting specific directions for future research Many claims are unreferenced (e.g., see the tags). Integration Some, but insufficient integration of theory and research about CC and LH. Conclusion Basic summary. Address the focus questions. Add practical, take-home message(s). Written expression — Style Written expression Overall, the quality of written expression is basic. Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in parentheses at the end of the sentence. Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences. Layout Avoid having sections with 1 sub-heading - use 0 or 2+ sub-headings. See earlier comments about heading casing. Consider providing more descriptive headings. Grammar The grammar for some sentences could be improved (e.g., see the tags). Grammar-checking tools are available in most internet browsers and word processing software packages. Another option is to share draft work with peers and ask for their assistance. Check and correct use of ownership apostrophes (e.g., individuals vs. individual's vs individuals').[1]. Abbreviations Abbreviations (such as e.g., i.e.., etc.) should only be used inside parentheses. Spelling Spelling can be improved (e.g., see the tags). Spell-checking tools are available in most internet browsers and word processing software packages. Proofreading More proofreading is needed to fix typos and bring the quality of written expression closer to a professional standard. APA style Figures and tables Use APA style for Figure captions. See example. Refer to each Table and Figure using APA style (e.g., do not use italics, check and correct capitalisation). Citations are not in full APA style (7th ed.). 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) Use ampersand (&) inside parentheses and "and" outside parentheses. References are not in full APA style. For example: Check and correct use of italicisation Page numbers should be separated by an en-dash (–) rather than a hyphen (-) Include hyperlinked dois Move non-peer-reviewed sources to the external links section Written expression — Learning features Overall, the use of learning features is basic. Very good use of embedded in-text interwiki links to Wikipedia articles. # 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. One image(s). No use of table(s). Basic use of feature box(es). No use of quiz(zes). Basic use of case studies or examples. Ideally, case study 1 would be about CC and LH. What were the results of the study in case study 2? Social contribution ~2 logged social contributions without direct links to evidence, so unable to easily verify and assess.

-- Jtneill - Talk - c 01:03, 11 November 2021 (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 good presentation. The presentation is under the maximum time limit. Overview Add and narrate an initial title/sub-title slide, to help the viewer understanding the focus and goal of the presentation. The importance of this topic is explained. Consider asking focus questions that lead to take-away messages. Content Comments about the book chapter also apply to this section. The presentation addresses the topic. The presentation is well-paced. The presentation makes basic use of relevant psychological theory (about CCH). The presentation makes no use of relevant psychological research (about CCH). The presentation makes excellent use of one or more examples or case studies or practical advice. The presentation provides practical, easy to understand information. Conclusion A Conclusion slide is not presented. An audio conclusion with a basic take-home message is presented. Audio The audio is easy to follow. The presentation makes good use of narrated audio. Audio communication is clear and well paced. Excellent intonation to enhance listener interest and engagement. Audio recording quality was excellent. Video Overall, visual display quality is excellent. The presentation makes effective use of text and image based slides. The font size is sufficiently large to make it easy to read. The visual communication is effectively supplemented by images. The presentation is well produced using simple tools. Meta-data The chapter title but not the sub-title is used in the name of the presentation - the latter would help to clearly convey the purpose of the presentation. A written description of the presentation is not provided. A link to the book chapter is not provided. A link from the book chapter is provided. The presentation is incorrectly categorised as being for kids. Licensing Image sources and their copyright status are communicated. A copyright license for the presentation is not provided.

-- Jtneill - Talk - c 09:47, 15 November 2021 (UTC)