Talk:Motivation and emotion/Book/2022/Academic self-regulation

Heading casing

Hi U3216563. 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 10:18, 25 August 2022 (UTC)

@U3216563: This is a reminder about the heading casing. -- Jtneill - Talk - c 10:12, 15 October 2022 (UTC)

Some suggested references

I did a short, amateur lit-review in 1st year on academic success and some of my references may be of assistance to your topic:

Anderton, R. S. (2017). Identifying factors that contribute to academic success in first year allied health and science degrees at an Australian University. Australian Journal of Education, 61(2), 184–199. https://doi.org/10.1177/0004944117713321

Bishop, J. L., Roberson, P. N. E., Norona, J. C., & Welsh, D. P. (2018). Does Role Balance Influence the Effect of Personality on College Success? A Mediation Model. Emerging Adulthood, 6(2), 137–148. https://doi.org/10.1177/2167696817711341

Curtis, E., Wikaire, E., Jiang, Y., McMillan, L., Loto, R., Fonua, S., Herbert, R., Hori, M., Ko, T., Newport, R., Salter, D., Wiles, J., Reid, A., & Reid, P. (2017). Open to critique: predictive effects of academic outcomes from a bridging/foundation programme on first-year degree-level study. Assessment & Evaluation in Higher Education, 42(1), 151-167. https://doi.org/10.1080/02602938.2015.1087463

Fourie, C. M. (2020). Risk factors associated with first-year students’ intention to drop out from a university in South Africa. Journal of Further and Higher Education, 44(2), 201-215. https://doi.org/10.1080/0309877X.2018.1527023 Jeffery, D., & Johnson, D. (2019). Whose fault is failure? Contested perspectives of academic support in tertiary educational institutions in South Africa. Research in Comparative and International Education, 14(3), 376–393. https://doi.org/10.1177/1745499919864731

Li, I. W., & Carroll, D. R. (2020). Factors influencing dropout and academic performance: an Australian higher education equity perspective. Journal of Higher Education Policy and Management, 42(1), 14-30. https://doi.org/10.1080/1360080X.2019.1649993

Messinis, G., & Sheehan, P. (2015). The academic performance of first year students at Victoria University by entry score and SES, 2009-2013. Victoria Institute of Strategic Economic Studies, Victoria University. https://www.ncsehe.edu.au/wp-content/uploads/2015/05/NCSEHE-VISES-Report-13_5_15.pdf

Orsini, C. A., Binnie, V. I., & Tricio, J. A. (2018). Motivational profiles and their relationships with basic psychological needs, academic performance, study strategies, self-esteem, and vitality in dental students in Chile. J Educ Eval Health Prof, 15, 11-10. https://doi.org/10.3352/jeehp.2018.15.11

Rathner, J. A., & Byrne, G. (2014). The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model. Advances in Physiology Education, 38(3), 221-228. https://doi.org/10.1152/advan.00131.2013

SLoCE (discuss • contribs) 13:07, 28 August 2022 (UTC)

Hello! I also had a suggestion for a good read on this topic which is a meta-analysis conducted on primary and secondary students looking at interventions which can help foster self-regulation. Its a good read and can help with some of the foundational theory that you might have to cover in your chapter as well as providing solid evidence. Hope this helps! https://link.springer.com/article/10.1007/s11409-008-9029-x U3216389 (discuss • contribs) 01:21, 12 October 2022 (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 04:13, 27 September 2022 (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 see editing changes made whilst reviewing this 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 below may also be about all material on the page at the time of providing this feedback.

Title The title is correctly worded and formatted The sub-title is correctly worded and formatted User page Excellent – 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 Excellent – at least one contribution has been made and summarised in a numbered list with direct link(s) to evidence Headings See earlier comment about Heading casing Basic, 2-level heading structure – could benefit from further development The sub-title suggests three questions that could be used to guide the top-level structure There are two top-level strategy sections - these could probably be combined into a single section This is primarily a motivation topic, so the focus on emotion can be reduced; this is not to say that emotion can't be discussed but I wouldn't emphasise it in the heading structure Avoid having sections with only 1 sub-heading - use 0 or 2+ sub-headings Key points Basic development of key points for each section Overview - Consider adding: an evocative description of the problem and what will be covered focus questions an image an example or case study Strive for an integrated balance of 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): 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? Figure A figure is presented This figure would need better integration with the text - it might be better to create your figure which matches the text Cite each figure at least once in the main text References Very good For APA referencing style, check and correct: use spaces between author initials Resources See also Excellent Use alphabetical order External links Good Use sentence casing Include source in brackets after link

-- Jtneill - Talk - c 04:13, 27 September 2022 (UTC)

Correction on a Sub-Heading

Hi, I just went in and changed your sub-heading from your original entry 'Extrinsic Motivaiton' to instead read 'Extrinsic Motivation'. Made the change directly as I didn't know if you'd see this 24 hours out from due date. cheers. U943292 (discuss • contribs) 12:43, 15 October 2022 (UTC)

Spelling correction

Hi, I just went in and changed some spelling. It used to read "John needs to plan and priorities his time". It now reads "John needs to plan and prioritise his time". Made the change directly as I didn't know if you'd read a heads up in time (before it was due). cheers. U943292 (discuss • contribs) 10:36, 16 October 2022 (UTC)

Book 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 excellent chapter that successfully uses psychological theory and research to help address a practical, real-world phenomenon or problem Overall, this is a solid chapter that makes good use of psychological theory and research to help address a practical, real-world phenomenon or problem Overall, this is a basic, but sufficient chapter 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. Insufficient use of primary, peer-reviewed sources as citations Move non-peer reviewed links into the external links section Well under the maximum word count, so there is room to expand Well over the maximum word count This chapter "beats around the bush" for ~* words (i.e., too much preamble) before starting to directly tackle the target topic in the section titled "*" For additional feedback, see the following comments and [ these copyedits] Overview Solid Overview Explains the problem or phenomenon Consider introducing a case study or example or using an image to help engage reader interest Theory – Breadth Several relevant theories are well selected, described, and explained The material about I-E motivation and Maslow's hierarchy wasn't directly related to self-regulated learning and wasn't followed up in the rest of the chapter (until the Conclusion). So, suggest removal, allowing more room to focus and expand on the specific academic self-regulated learning models. Build more strongly on other related chapters (e.g., by embedding links to other chapters) Theory – Depth Appropriate depth is provided about the selected theory(ies) Tables and/or lists could be used more effectively to help clearly convey key theoretical information Basic use of examples to illustrate theoretical concepts More examples could be useful to illustrate key concepts Research – Key findings Basic overview of relevant research More detail about key studies would be ideal Greater emphasis on effect sizes, major reviews, and/or meta-analyses would be helpful Research – Critical thinking Basic critical thinking about relevant 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 pointing out critiques/counterarguments suggesting specific directions for o research Some claims are referenced Some claims are unreferenced (e.g., see the tags) Integration Insufficient integration of relevant theory and research Conclusion Basic summary Add practical, take-home message(s) Written expression – Style Written expression Overall, the quality of written expression is basic Use active (e.g., "this chapter explored") rather than passive voice (e.g., "this chapter has explored") [1][2] Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences Use 3rd person perspective (e.g., "it") rather than 1st (e.g., "we") or 2nd person (e.g., "you") perspective[3] in the main text, although 1st or 2nd person perspective can work well for case studies or feature boxes. Layout Sections which branch into sub-sections should include an introductory paragraph before branching into the sub-sections See earlier comments about heading casing 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. Use serial commas[4] – they are part of APA style and are generally recommended by grammaticists. See explanatory video (1 min) APA style Do not capitalise the names of disorders, therapies, theories, etc. Figures Figures are well captioned Figure captions use the correct format Refer to each Figure at least once within the main text (e.g., see Figure 1) Citations are not in full APA style (7th ed.). For example: Use ampersand (&) inside parentheses and "and" outside parentheses Multiple citations in parentheses should be listed in alphabetical order by first author surname References are not in full APA style. For example: Check and correct use of capitalisation[5] Written expression – Learning features Overall, the use of learning features is basic Basic 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. Basic 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) No use of table(s) Basic use of feature box(es) Basic use of quiz(zes). Only one basic question about ASR. Basic use of case studies or examples Good use of interwiki links in the "See also" section. Use sentence casing. Promising use of external links in the "External links" section. Use sentence casing. Include source in parentheses. Social contribution ~7 logged, useful, minor to moderate social contributions with direct links to evidence ~2 logged social contributions without direct links to evidence, so unable to easily verify and assess 1 link didn't work (doesn't exist)

-- Jtneill - Talk - c 08:06, 3 November 2022 (UTC)

Multimedia presentation 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 basic presentation Overview An opening slide with the title and sub-title is displayed. Also narrate — this helps to clearly convey the purpose of the presentation Opening sentence is complicated! This presentation has a basic introduction to engage audience interest Focus questions are asked but not shown. Content Comments about the book chapter may also apply to this section The presentation addresses the topic The presentation makes good use of relevant psychological theory The presentation includes citations to support claims The presentation could be improved by making more use of examples or case studies The presentation could provide more practical information The structure could benefit from focusing on the three questions in the sub-title rather than going through many theories Conclusion A Conclusion slide is presented with basic take-home message(s) The Conclusion only partially fited within the time limit Audio The audio is hard to follow because so much content is presented so quickly The presentation makes basic use of 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 Audio recording quality was very good Video Overall, visual display quality is good The presentation makes basic use of text and image based slides The presentation makes basic use of text-based slides The font size is sufficiently large to make it easy to read Consider increasing the line-spacing between bullet-points The amount of text presented per slide could be reduced to make it easier to read and listen at the same time The presentation is basically produced using simple tools Meta-data The chapter title is used, but the sub-title (or a shortened version of it) is not used, as the name of the presentation. The sub-title (or an abbreviation of the sub-title that fits within the 100 character limit) would help to clearly convey the purpose of the presentation. A brief written description of the presentation is provided. Consider expanding. A link to the book chapter is provided but the hyperlink isn't active to allow 1-click access 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 and their copyright status are communicated A copyright license for the presentation is provided in the presentation description but not in the meta-data

-- Jtneill - Talk - c 04:08, 11 November 2022 (UTC)