Talk:Motivation and emotion/Book/2021/To-do lists

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 The title was missing - now added Punctuation of the sub-title has been corrected to be consistent with the book table of contents User page Used effectively Description about self provided 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. Link provided to book chapter Social contribution None summarised with link(s) to evidence Headings Well developed 2-level heading structure, with meaningful headings that directly relate to the core topic A logical heading structure could be to use the questions in the sub-title as focus questions and top-level headings. Avoid having sections with 1 sub-heading - use 0 or 2+ sub-headings Key points Check consistency of "to do" vs "to-do" Citations should not include author initials (APA style) Some of the sentences may be plagiarised Overview - Consider adding: a description of the problem focus questions based on the sub-title an image an example or case study For sections which include sub-sections include key points for an overview paragraph prior to branching into the sub-headings Basic development of key points for each section Currently, there is insufficient coverage of relevant psychological theory and research Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters. Consider including more examples/case studies Conclusion (the most important section): underway what might the take-home, practical messages be? in a nutshell, what are the answer(s) to the question(s) in the sub-title and/or focus questions? I recommend using the Studiosity service to help improve the quality of written expression because there are a lot of awkward expression and grammatical errors. Figure A figure is not presented References Incomplete For APA referencing style, check and correct: journal title volume and issue number italicisation doi formatting Resources See also Excellent External links Rename links so that they are more user friendly Include source in brackets after link

-- Jtneill - Talk - c 07:28, 18 September 2021 (UTC)

suggestion

Hey, I am someone who loves to-do lists, something about checking off tasks feels great haha. Anyway I found this article that was really interesting, it joined the efficacy of to-do lists to help with people who cant sleep due to anxiety. They found that to-do lists really helped with over worrying. As someone who also over worries sometimes, I might implement the reading into my own life. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5758411/ --U3202984 (discuss • contribs) 12:22, 15 October 2021 (UTC)

Hi! I love making up to-do lists so I found your topic quite interesting. I would suggest including the different ways they can be created (such as on paper, and recently on apps such as notion, Microsoft to-do etc.) Linking the recent switch to online methods, I would be curious to see if there are any differences in motivation when listing on paper vs electronically? Good luck! Rani u3190257

Hello, I liked reading about your topic as I find to-do lists help reduce anxiety for myself, although sometimes I spend way too much time making them. One suggestion I had was in regards to your reference list, for journal articles, the journal publisher needs to be italicised and capitalised, furthermore if you cannot find a doi you should still include a link to the website. Overall good read. (Lewis.Kusk (discuss • contribs) = Lewis.Kusk)

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 reasonably good presentation. Overview An opening slide with the title and sub-title is presented. Also narrate the title and sub-title - this helps to clearly convey the purpose of the presentation A context for the topic is established. Focus questions are presented. Content The presentation addresses the topic. An appropriate amount of content is presented - not too much or too little. The presentation is well structured. The presentation makes basic use of relevant psychological theory. The presentation makes basic use of relevant psychological research. The presentation makes basic use of one or more examples or case studies or practical advice. The presentation could be improved by making more use of examples or case studies. Conclusion The presentation could be strengthened by adding a Conclusion slide with practical, take-home messages. Audio The audio is easy to follow. The presentation makes basic use of narrated audio. Audio communication is clear and well paced. Consider using greater intonation to enhance listener interest and engagement. Audio recording quality was good. Probably an on-board microphone was used (e.g., keyboard/mouse clicks audible). Consider using an external microphone. Video Overall, visual display quality is basic. The presentation makes basic use of text and image based slides. The font size is sufficiently large to make it reasonably easy to read. Some of the font size could be larger to make it easier to read. The amount of text presented per slide makes it reasonably easy to read and listen at the same time. The amount of text presented on some slides could be reduced to make it easier to read and listen at the same time. The visual communication is supplemented by images and/or diagrams. The presentation is basically produced using simple tools. Meta-data The presentation uses an accurate combination of the chapter title and sub-title within the maximum 100-character limit for YouTube videos. A brief written description of the presentation is provided. Consider expanding. A link to the book chapter is provided but it goes to a specific section rather than the top of the chapter. A link from the book chapter is 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. Licensing Image sources are communicated in a general way. Also provide links to each image and the license details. A copyright license for the presentation is not provided.

-- Jtneill - Talk - c 02:04, 21 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. The main areas for potential improvement include: General motivational theory is discussed (e.g., SDT and I/E motivation), but it is unclear how this relates to the use of to-do lists. There is very little review of relevant research. The quality of written expression is poor. Addressing the topic development feedback could have helped to improve this chapter. There is feedback about the topic development that has been ignored, so it is not repeated in these book chapter comments. For additional feedback, see the following comments and these copyedits. Overview Basic Overview. Explains the problem or phenomenon. The focus questions could be expanded. Consider introducing a case study or example or using an image to help engage reader interest. Theory — Breadth Insufficient use of psychological theory about this topic. There is too much general theoretical material. Instead, summarise and link to further information (such as other book chapters or Wikipedia articles), to allow this chapter to focus on the specific topic (i.e., the sub-title question). Build more strongly on other goal setting-related chapters (e.g., by embedding links to other chapters in this category: Category:Motivation and emotion/Book/Goal setting). Theory — Depth Insufficient use of relevant psychological theory. More examples could be useful to illustrate key concepts. Research — Key findings Insufficient use of relevant psychological research. Greater emphasis on effect sizes, 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 Insufficient integration of theory and research. Conclusion Insufficient as a cohesive summary of what the best available psychological theory and research has to say about the topic. Add practical, take-home message(s). Written expression — Style Written expression Overall, the quality of written expression is below professional standard. 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 some of the bullet-points into full paragraph format. Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences. Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences. Layout Use the default heading style (e.g., remove additional bold). Provide more descriptive headings. Sections which branch into sub-sections should include an introductory paragraph before branching into the sub-sections. Grammar The grammar for many 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 that vs. who. Check and correct use of affect vs. effect. Figures Provide more detailed Figure captions to help connect the figure to the text. Figure captions should use this format: Figure X. Descriptive caption in sentence casing. See example. Refer to each Figure at least once within the main text (e.g., see Figure 1). Do not include author initials. 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) References are not in full APA style. For example: Several references are incomplete. Check and correct use of italicisation Move non-peer-reviewed sources to the external links section Written expression — Learning features Overall, the use of learning features is insufficient. No use of embedded in-text interwiki links to Wikipedia articles. Adding 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. Basic use of image(s). No use of table(s). No use of feature box(es). No use of quiz(zes). No use of case studies or examples. Basic use of interwiki links in the "See also" section. Basic use of external links in the "External links" section. Format bullet-points and numbered lists, per Tutorial 1. Social contribution No logged social contributions.

-- Jtneill - Talk - c 03:43, 23 November 2021 (UTC)

Book chapter resubmission

1. These changes were reviewed.
2. Overall, minor improvements have been made. However, this chapter remains insufficient.
3. The chapter is still well under the maximum word count.
4. Some embedded links have been added.
5. Some of the grammatical and spelling errors have been corrected.
6. Some minor rewriting has occurred.
7. Some additional citations have been added.
8. APA style is not consistently used for citations. For example, when there are three of more authors, cite the first author's surname followed by et al. and the year.
9. Some general motivation and goal-setting theory has been added.

Sincerely, James -- Jtneill - Talk - c 11:26, 6 December 2021 (UTC)