Talk:Motivation and emotion/Book/2022/Emotional intelligence training

General comment

Hi there, really interesting topic and I can certainly understand how beneficial it would be in certain workplaces. One thing I never really considered was how being trained in EI can benefit ones own health. One study found that after participants completed a programme in EI training, not only did they increase in EI, but they also significantly improved in measures of health and wellbeing. Here is a link to the study. https://onlinelibrary.wiley.com/doi/pdf/10.1002/smi.979?casa_token=Lw51d0VfNVkAAAAA:8agJfV3ZdlHcoxMxMhDNbnbVUnaZIglGN1hmP2gSD4E_Mz7et0ebZazade4c9qUqU1DtOW2W_ubpgA All the best. --U3162449 (discuss • contribs) 01:46, 30 August 2019 (UTC)

Comments

Hi there, Your chapter looks like it will be really interesting to read- i look forward to it. I have edited a few minor spelling mistakes and changed a few sentences to make them flow a bit better. I recommended having another read over some of the work as quite a few paragraphs are disjointed and don't quite make sense although im sure it will all tie together when you getfurther along. i look forward to reading this!- kskrivs

Hi, I came across a good resource while doing my own research that I think would be helpful for you. It has good definitions and provides good models and examples. There are also good references that you could look at for further research. https://link-springer-com.ezproxy.canberra.edu.au/chapter/10.1007/978-981-10-0983-9_37 I hope this helps :) --GabbieUC (discuss • contribs) 11:06, 28 August 2022 (UTC)

Hello! I have found a really good article on improving emotional intelligence and self-efficacy in university students could be helpful with your book chapter. So far good work! https://www.sciencedirect.com/science/article/abs/pii/S1041608012000192 U3216389 (discuss • contribs) 03:23, 13 October 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 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, sub-title, TOC Not provided; has now been added User page Not created Social contribution None summarised on user page Section headings None provided Key points None provided Image None provided References None provided Resources None provided

-- Jtneill - Talk - c 02:15, 2 October 2018 (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 Moodle, along with social contribution marks and feedback. Keep an eye on Announcements.

Overall This chapter is incomplete. For additional feedback, see comments below and these copyedits. Theory Insufficient Research Some statements are unreferenced (e.g., see the tags). Insufficient Written expression The quality of written expression is poor Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences. Abbreviations (such as e.g., i.e.., etc.) should only be used inside parentheses. Layout is insufficient/incomplete Learning features are lacking Spelling, grammar, and proofreading. Check and make correct use of commas. APA style References are not in full APA style e.g., Check and make correct use of capitalisation.

(2018)

Heading casing

FYI, the convention on Wikiversity is for lower-cased headings (or sentence casing). For example, use: ==Cats and dogs== rather than ==Cats and Dogs== -- Jtneill - Talk - c 07:21, 29 September 2019 (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 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 and sub-title Wording of the title/sub-title has been corrected to be consistent with the book table of contents User page Created, with description about self and link to book chapter Used effectively Social contribution Summarised with direct links to evidence. Section headings Underdeveloped - could benefit from further development, perhaps using a 2-level structure. See earlier comment about Heading casing. Avoid providing too much background information. Briefly summarise generic concepts and provide internal wiki links to further information. Then focus most of the content on directly answering the core question(s) posed by the chapter sub-title. Gender differences is not part of the question. Key points Under-developed Remove or adapt generic template content. Overview - Consider adding focus questions. Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters. Consider introducing a case study in the Overview. Consider including more examples/case studies. Consider embedding one quiz question per major section. Image An image (figure) is presented. Caption uses APA style. Caption could better explain how the image connects to key points being made in the main text. Cite each figure at least once in the main text. Consider increasing image size from default. References Less than 3. User primary peer-reviewed sources rather than the textbook. Use APA style. Resources See also Good Also link to relevant book chapters External links OK - see reformatting

-- Jtneill - Talk - c 07:21, 29 September 2019 (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 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 None summarised with direct link(s) to evidence – looking ahead to the book chapter submission see how to earn marks for social contribution Headings Well developed 2-level heading structure, with meaningful headings that directly relate to the core topic Keep sections 2 and 3 relatively brief, with embedded links to further info in other book chapters and/or Wikipedia Effects of being emotional intelligence doesn't need a separate top-level section, but it could be briefly integrated into initial description of emotional intelligence. Key points As per feedback about headings, avoid providing too much background information. Briefly summarise general concepts and provide internal wiki links to relevant book chapters and/or Wikipedia pages for further information. Then focus most of the content of this on directly answering the core question(s) posed by the chapter sub-title (i.e., section 4). Promising development of key points for some sections; some sections are empty Overview - Consider adding: an evocative description of the problem and what will be covered focus questions an image an example or case study Good balance of theory and research Consider including more examples/case studies Conclusion (the most important section): Hasn't been developed Figure A figure is presented Cite each figure at least once in the main text Consider increasing image size from to make it easier to view References OK For APA referencing style, check and correct: alphabetical order capitalisation italicisation doi formatting page numbers should be separated by an en-dash (–) rather than a hyphen (-) Resources See also No development Link to relevant Wikiversity book chapters Link to relevant Wikipedia pages External links Limited development I suggest using this book as reference instead

-- Jtneill - Talk - c 05:51, 25 September 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 insufficient chapter mainly because it focuses on describing EI and EI theory rather than focusing on how EI can be trained. Insufficient use of primary, peer-reviewed sources as citations Well under the maximum word count, so there is room to expand For additional feedback, see the following comments and these copyedits Overview Underdeveloped Overview Explain the problem or phenomenon in more detail Consider introducing a case study or example or using an image to help engage reader interest Add focus questions in a feature box to help guide the reader and structure the chapter Theory – Breadth Basic but sufficient coverage of relevant theory Build more strongly on other emotional intelligence-related chapters (e.g., by embedding links to other chapters in this category: Category:Motivation and emotion/Book/Emotional intelligence) There is too much general theoretical material (e.g., about EI). 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 which is about how EI can be trained). Theory – Depth Basic depth is provided about relevant theory(ies) Insufficient use of examples to illustrate theoretical concepts Lack of sufficient use of academic, peer-reviewed citations (e.g., see the tags) Research – Key findings Insufficient review 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 Lack of sufficient use of academic, peer-reviewed citations (e.g., see the tags) Research – Critical thinking Insufficient 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 future research Some claims are unreferenced (e.g., see the tags) Integration Insufficient integration between theory and research Conclusion Basic summary and conclusion Remind the reader about the importance of the problem or phenomenon of interest Add practical, take-home message(s) Written expression – Style Written expression 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 "People" is often a better term than "individuals" Reduce use of weasel words which bulk out the text but don't enhance meaning Layout Include an introductory paragraph before branching into the sub-sections (see tags) See earlier comments about heading casing Use the default heading style (e.g., remove additional bold) Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings Use open-ended rather than closed-ended questions for headings (I've made this change) Grammar The grammar for some sentences could be improved (e.g., see the tags) Check and correct use of affect vs. effect Check and correct use of possessive apostrophes (e.g., cats vs cat's vs cats') [2] Abbreviations Once an abbreviation is established (e.g., EI), use it consistently. Don't set up an abbreviation and then not use it or only use it sometimes. Spelling Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) APA style Do not capitalise the names of disorders, therapies, theories, etc. Write numbers under 10 using words (e.g., five). Write numbers 10 and over using numerals (e.g., 10). Figures Provide more detailed Figure captions to help connect the figure to the text Increase image size to make it easier to read 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: 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[3] Check and correct use of italicisation Move non-peer-reviewed sources to the external links section Written expression – Learning features Insufficient use of learning features One 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 even 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 One use of interwiki links in the "See also" section Use bullet points per Tutorial 02 Also include links to related Wikipedia articles Basic use of external links in the "External links" section Include sources in parentheses Social contribution No logged social contributions

-- Jtneill - Talk - c 23:06, 20 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 an insufficient presentation mainly because it doesn't sufficiently focus on EI training and is over the maximum time limit — content beyond 3 mins is ignored for marking and feedback purposes Overview An opening slide with the title is displayed. Also display and narrate the sub-title — this helps to clearly convey the purpose of the presentation. Consider creating an engaging introduction to hook audience interest Establish a context for the topic (e.g., by using an example or explaining why it is important), to help the viewer understand Consider asking focus questions that lead to take-away messages. This will help to focus and discipline the presentation. Content Comments about the book chapter may also apply to this section The presentation somewhat addresses the topic. The main area for improvement, like the chapter, is to focus more exclusively on EI training rather than broader concepts The presentation makes basic use of relevant psychological theory The presentation makes basic use of relevant psychological research The presentation includes citations to support claims The presentation makes basic use of one or more examples or case studies or practical advice Conclusion The Conclusion did not fit within the time limit Audio The presentation makes basic use of narrated audio Audio communication is well paced Basic intonation. Sounds bored/tired? Audio recording quality was good Audio recording quality was OK. Review microphone set-up to achieve higher recording quality. Probably an on-board microphone was used (e.g., keyboard and/or mouse clicks were 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 easy to read The amount of text presented per slide could be reduced to make it easier to read and listen at the same time The visual communication is supplemented in a basic way by images and/or diagrams The presentation is basically produced using simple tools Meta-data The chapter title and sub-title (or an abbreviation to fit within the 100 character limit) are used in the name of the presentation — this helps 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 Licensing Image sources and their copyright status are not provided. A copyright license for the presentation is not provided

-- Jtneill - Talk - c 07:46, 21 November 2022 (UTC)

Book chapter resubmission feedback

[These changes] were reviewed. See [these copyedits] and these comments:

1. ~800 words added. Still well below the maximum word count.
2. Sub-headings were added to the Overview. Remove them. The Overview should have any sub-headings.
3. Heading casing has not been fixed
4. Very basic focus questions have been added. Really, they need to unpack more about EI training.
5. Descriptions of several research studies were added. Only one was about EI training (Karimi et al., 2018).
6. The Conclusion has been improved

Sincerely, James -- Jtneill - Talk - c 05:08, 28 November 2022 (UTC)