Latest comment: 5 years ago1 comment1 person in discussion
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.
Latest comment: 3 years ago1 comment1 person in discussion
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.
Consider linking to your eportfolio page and/or any other professional online profile or resume such as LinkedIn. This is not required, but it can be useful to interlink your professional networks.
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.
Key points are well developed for each section, with relevant citations
Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters. This is particularly important for this chapter as there are several other chapters about closely related concepts. It is important that this chapter focus strongly on CET, but embeds this info in the broader context of SDT.
Overview - Consider adding:
a description of the problem
focus questions
an image (to go with the example(s))
A key point that seems to be missing in the Overview and/or first main section is the "cognitive" part (i.e., that CET proposes that it is the interpretation of the reason for an extrinsic motivator that determines its impact on motivation - i.e., is it informing competence or controlling autonomy?). This becomes more apparent about 1/3rd of the way through the chapter.
Avoid directional referencing (e.g., As spoken about above); instead use in-page linking. Example added.
There seems to be good coverage of theory; strive to balance with review of relevant research
Consider providing a couple of quiz questions per major section rather than a longer quiz towards the end
Conclusion (the most important section):
well developed
could be briefer
what might the take-home, practical messages be?
in a nutshell, what are the answer(s) to the question(s) in the sub-title?
Latest comment: 2 years ago1 comment1 person in discussion
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.
CET is appropriate embedded within, and linked to, SDT.
It is unclear which parts of this chapter are about CET and which parts are about other aspects of SDT. Ideally, make this distinction more clearly. For content about other aspects of SDT, this can be summarised, with embedded links to other book chapters and/or Wikipedia articles. In this way, this chapter can concentrate more exclusively on CET theory, research, and practical examples.
Appropriate depth is provided about the selected theory(ies).
A more nuanced understanding would be ideal (e.g., this seems too absolute/simplistic: "if you go to work everyday and are being paid (an extrinsic controlling reward) your level of intrinsic motivation will decrease" especially as there is a seemingly contradictory statement later: "rewards independent of a task such as salaries did not affect intrinsic motivation").
Some useful examples are provided to illustrate theoretical concepts.
More examples could be useful to illustrate key concepts.
Overall, the quality of written expression is basic.
Use 3rd person perspective (e.g., "it") rather than 1st (e.g., "we") or 2nd person (e.g., "you") perspective[1] in the main text, although 1st or 2nd person perspective can work well for case studies or feature boxes.
The chapter could be improved by developing the bullet-points into full paragraph format.
"People" is often a better term than "individuals".
Layout
The chapter is well structured, with major sections using sub-sections.
Grammar
The grammar for some sentences could be improved (e.g., see the [grammar?] 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.
Use double (not single) quotation marks "to introduce a word or phrase used as an ironic comment, as slang, or as an invented or coined expression; use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" (APA 7th ed., 2020, p. 159).
Numbers under 10 should be written in words (e.g., five); numbers 10 and over should be written in numerals (e.g., 10).
Direct quotes need page numbers - even better, write in your own words.
Figures and tables
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:
Multiple citations in parentheses should be listed in alphabetical order by first author surname.
Check and correct formatting of citations (e.g., Riley., 2016 -> Riley, 2016; Jungert et al., (2016) -> Jungert et al. (2016))
References are not in full APA style. For example:
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.
Basic use of embedded in-text links to related book chapters. Embedding more in-text links to related book chapters helps to integrate this chapter into the broader book project.
Latest comment: 2 years ago1 comment1 person in discussion
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.
An opening slide with the title and sub-title is presented - this helps to clearly convey the purpose of the presentation. Also narrate the sub-title - or elaborate on the sub-title as focus questions.
A context for the topic is established.
Briefly explain why this topic is important.
Consider asking focus questions that lead to take-away messages.
Comments about the book chapter may also apply to this section.
The presentation partially addresses the topic. Mostly what is covered is basic psychological needs theory and motivation, rather than CET and motivation.
An appropriate amount of content is presented - not too much or too little.
The presentation makes basic use of relevant psychological theory.
The presentation makes no use of relevant psychological research.
The presentation could be improved by making more use of examples or case studies.
The chapter title is used, but the sub-title (or a shortened version of it) is not used in the name of the presentation - the latter would help to clearly convey the purpose of the presentation.
A brief written description of the presentation is provided. Consider expanding.
Links to and from the book chapter are provided.
The presentation is incorrectly categorised as being for kids. This introduces limitations, such as being unable to add the presentation to a playlist. More info.