Talk:Motivation and emotion/Book/2022/Protection motivation theory and COVID-19

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 Not developed User page Created – minimal, but sufficient Brief description about self provided – consider expanding 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 (use internal linking style as per Tutorial 02) Social contribution Excellent – at least one contribution has been made and summarised in a numbered list with direct link(s) to evidence Remember to leave an official signature on talk page comments Headings Not developed Key points Not developed Figure Not developed References Not developed Resources Not developed

-- Jtneill - Talk - c 20:57, 3 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 insufficient chapter. The main issue is the 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 Solid Overview. Clearly explains the problem or phenomenon. Engages reader interest by introducing a case study and/or example and/or using an image. Focus question(s) are under-developed. Unpack the key question; arguably, don't need the first two, but instead explain briefly and link to related resources such as protection motivation theory. Theory – Breadth Basic but sufficient coverage of relevant theory is provided. Build more strongly on other related chapters (e.g., by embedding links to other relevant chapters). Theory – Depth Basic depth is provided about the selected theory(ies). Basic use of examples to illustrate theoretical concepts. Research – Key findings Insufficient use of relevant psychological research. For example, see https://scholar.google.com/scholar?q=protection+motivation+theory+covid-19 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 pointing out critiques/counterarguments suggesting specific directions for future research Some claims are referenced. Some claims are unreferenced (e.g., see the tags). Integration There is basic integration between 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 basic. Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences. 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. 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 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 make correct use of commas. Check and correct use of possessive apostrophes (e.g., cats vs cat's vs cats').[2]. Use serial commas[3] – they are part of APA style and agenerally recommended by grammaticists. See explanatory video (1 min). Check and correct use of that vs. who. Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour). Proofreading More proofreading is needed to fix typos (e.g., consistent formatting of COVID-19) and bring the quality of written expression closer to a professional standard. Remove unnecessary capitalisation. APA style Do not capitalise the names of disorders, therapies, theories, etc.. Figures Figures are very well captioned. Figure captions should use this format: Figure X. Descriptive caption in sentence casing. See example. Each Figure is referred to at least once within the main text using APA style. Refer to each Figure at least once within the main text (e.g., see Figure 1). Citations use correct APA style. References are not in full APA style. For example: Present in alphabetical order by surname. Check and correct use of capitalisation[4] Check and correct use of italicisation "Retrieved from" is no longer used (APA style, 7th ed.) Include page numbers should be separated by an en-dash (–) 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. Good 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. Good use of image(s). No use of table(s). Good use of feature box(es). Very basic use of quiz(zes). Basic use of case studies or examples. Very good use of interwiki links in the "See also" section. Basic use of external links in the "External links" section. More specific links would be ideal. Social contribution ~4 logged social contributions with direct links to evidence. 3 are basic comments towards the end of semester and tend to be on earlier chapters; 1 contribution was a lot of editing on a chapter page which I've rolled back because some of the changes were problematic (i.e., made the chapter worse). Best to work in a series of small edits, so it is easier to keep the useful ones.

-- Jtneill - Talk - c 06:35, 31 October 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 good presentation Overview An opening slide with the title and sub-title is displayed and narrated — this helps to clearly convey the purpose of the presentation This presentation has a basic introduction to engage audience interest Establish a context for the topic, 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 addresses the topic An appropriate amount of content is presented — not too much or too little The presentation is well structured The presentation makes good use of relevant psychological theory The presentation makes no use of relevant psychological research The presentation includes citations Include citations The presentation makes very good use of one or more examples or case studies or practical advice Conclusion A Conclusion slide is presented with basic take-home message(s) What are the practical take-home message(s) that we can use to help improve our everyday lives based on the best available psychological theory and research about this topic? Audio The audio is easy to follow and interesting to listen to The presentation makes effective use of narrated audio Audio communication is clear and well paced Very good intonation enhances listener interest and engagement The narration is well polished Audio recording quality was very good Mute the music during narration to help the viewer concentrate on the combination of visual information and narrated audio Video Overall, visual display quality is very good The presentation makes good use of animated 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 effectively supplemented by images and/or diagrams The presentation is well 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. Licensing Image sources and their copyright status are communicated A copyright license for the presentation is not provided

-- Jtneill - Talk - c 11:12, 7 November 2022 (UTC)