Talk:Motivation and emotion/Book/2023/Dark tetrad and motivation

Initial suggestions

@U3223849: Thanks for tackling this topic. Some initial suggestions:

• Check out other related chapters and see how you can build on, link to, and integrate with that work:
  • Category:Motivation and emotion/Book/Dark triad
  • Category:Motivation and emotion/Book/Motivation
  • Category:Motivation and emotion/Book/Personality
  • Category:Motivation and emotion/Book/Sadism
• What psychological theory(ies) can help to understand? What is the main research in this area?

Let me know if I can do anything else as you go along. Sincerely, James -- Jtneill - Talk - c 04:20, 13 August 2023 (UTC)

Discussion

This is such an interesting topic. Just a suggestion for the case study, check for grammatical errors. An idea for the feature/quiz boxes could include some interesting facts or questions about famous people (or criminals) who are known to possess dark triad traits.--KATE HERLIHY (discuss • contribs) 06:24, 24 August 2023 (UTC)

@U3223849: I'm addressing sadism and motivation for my chapter, so it's interesting to see how you are handling the macro level concept from the perspective of the full dark triad. I've linked to your page in my "see also" section, feel free to link to mine if you like :). Also, I think the Buckels et al., 2013 reference I have is very useful for expanding on the introduction of sadism into the dark personality framework, if you were going to cover the move from the dark triad to the dark tetrad in your chapter.

Thanks, Brad BM3062384 (discuss • contribs) 07:09, 24 August 2023 (UTC)

Article Suggestion Heya! Thought I might flick a journal article your way. I am doing a related topic (Vulnerable Narcissism) and this resource might be relevant for you. It breaks down Narcissism into: 1) Grandiose Narcissism and 2)Vulnerable Narcissism and Psychopathy into Factor 1 and Factor 2 Psychopathy. If you feel these distinctions would add research depth to your page might be one to flick through! (Also adds some Five Factor Model associations toooo)

https://web-s-ebscohost-com.ezproxy.canberra.edu.au/ehost/pdfviewer/pdfviewer?vid=0&sid=736cf679-2a0e-4863-b8dd-aa5ea2934269%40redis==--U3191574 (PHP) (discuss • contribs) 20:33, 24 August 2023 (UTC)

Other Book chapters

Hello, here is another book chapter that relates to your topic that is being worked on. You two could link up with each other on some of the material.

Motivation and emotion/Book/2023/Dark tetrad and emotion

Thanks

u3217955 U3217955 (discuss • contribs) 03:20, 6 September 2023 (UTC)

Topic development feedback

The topic development submission 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 for 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.

Title The title is correctly worded and formatted The sub-title is correctly worded and formatted Headings Promising 2-level heading structure – could benefit from further development by expanding the structure Consider adopting closer alignment between the sub-title, focus questions, and top-level headings Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings Quiz doesn't need a separate heading; instead embed quiz questions within relevant sections Overview Very good - Scenario, evocative description of the problem/topic, relevant psychological theory/research, and focus questions Add image to scenario Remove capitalisation of Dark Tetrad Consider closer alignment between the sub-title, focus questions, and top-level headings. Make sure to focus on the connection between DT and M. Don't hyperlink text in headings; but do hyperlink first mention of these words Key points Promising development of key points for each section, with relevant citations Perhaps explain what a trait is Connection between DT and 5/6 factor personality models is helpful but perhaps could be summarised (e.g., in a table) more succintly and included as apart of the What is DT section. Promising balance of theory and research. Ideally, synthesise and provide examples. Conclusion (the most important section): Underway Figure Excellent - A relevant figure is presented, captioned, and cited Caption could better explain how the image connects to key points being made in the main text (e.g., which trait does Figure 1 relate to?) Cite each figure at least once in the main text Learning feature A table might be a useful way to summarise the DTs and their motivational consequences Excellent use of in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters Promising use of example(s)/case study(ies) Promising use of quiz question(s) References Good For APA referencing style, check and correct: capitalisation italicisation make doi hyperlinks active (i.e., clickable) Resources See also Excellent External links Very good Use sentence casing 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 Social contribution Very good – at least three different types of contributions, two with direct link(s) to evidence, and one indirect link If adding the second or subsequent link to a page (or a talk/discussion page), create a direct link like / 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.

-- Jtneill - Talk - c 06:16, 27 September 2023 (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 a very good chapter. It makes very good use of psychological theory and research to address a real-world phenomenon or problem. For additional feedback, see the following comments and these copyedits Overview Well developed Engages reader interest by presenting a case study and/or scenario with an image in a feature box Clearly explains the problem or phenomenon Clear focus questions Theory A very good range of relevant theories are selected, described, and explained The DT traits are well described The connection between the big 5/HEXACO and DT was excellent The deviation into general motivational theory was perhaps unnecessary, especially as it seemed a little speculative (i.e., not much previous work linking the general theories with the DT?). A better alternative would probably just have been to unpack each of the traits in more depth. Builds effectively on related Wikipedia articles Build more strongly on other related chapters (e.g., by embedding links to other chapters) Very good depth is provided about relevant theory(ies) Some use of tables, figures, and/or lists are to help convey key theoretical information Key citations are well used Very good use of examples to illustrate theoretical concepts Research Very good review of relevant research More detail about key studies would be ideal Any systematic reviews or meta-analyses in this area? Greater emphasis on effect sizes could be helpful. Insufficient use of academic, peer-reviewed citations (e.g., see the tags) Good 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 Claims are generally well referenced Integration Very good integration between theory and research Conclusion Basic summary and conclusion Use active (e.g., "this chapter explores") rather than passive voice (e.g., "this chapter has explored" or "this chapter will explore") [1][2] Key points are summarised Add practical, take-home message(s) Style Written expression Overall, the quality of written expression is very good Avoid directional referencing (e.g., "As previously mentioned"). Instead: it is, most often, not needed at all, or use section linking Layout The chapter is well structured, with major sections using sub-sections Include an introductory paragraph before branching into the sub-sections (see tags) Grammar, spelling, and proofreading are excellent APA style Use serial commas[3]. See explanatory video (1 min) 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" (APA 7th ed., 2020, p. 159) Use sentence casing for the names of disorders, therapies, theories, etc. Figures Figures are briefly captioned Provide more detailed Figure captions to help connect the figure to the text Refer to each Figure at least once within the main text (e.g., see Figure 1) Tables Use APA style for captions. See example Refer to each Table using APA style (e.g., do not use italics, check and correct capitalisation) 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. (not the period), then year. For example, either: in-text, Smith et al. (2020), or in parentheses (Smith et al., 2020) Do not include author first name or initials Use ampersand (&) inside parentheses and "and" outside parentheses List multiple citations in alphabetical order by first author surname References are not in full APA style. For example: Check and correct use of capitalisation[4] Learning features Good use of learning features Very good 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. Good use of image(s) Good use of table(s) Basic use of feature box(es) Basic use of case studies or examples Good use of quiz(zes) and/or reflection question(s) The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than as a set of questions at the end Very good/ use of interwiki links in the "See also" section Use alphabetical order Good use of external links in the "External links" section Use sentence casing Use alphabetical order Social contribution 9 ~8 logged, useful, minor to moderate social contributions with direct links to evidence ~1 logged social contributions without direct links to evidence, so unable to easily verify and assess

-- Jtneill - Talk - c 22:12, 4 November 2023 (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 excellent/very good/reasonably good/basic presentation Overall, this is an insufficient presentation mainly because ... The presentation is under the maximum time limit, so there was room for further development of the ideas The presentation is over the maximum time limit — content beyond 3 mins is ignored for marking and feedback purposes Overview An opening slide with the title and sub-title is displayed and narrated — this helps to clearly convey the purpose of the presentation An opening slide with the title and sub-title is displayed. Also narrate the title and sub-title — this helps to clearly convey the purpose of the presentation. 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. An opening slide with the sub-title is displayed and narrated. Also display and narrate the title — this helps to clearly convey the purpose of the presentation and to be consistent with the book chapter. This presentation could be improved by displaying and narrating a slide with the same title and sub-title as the book chapter to help the viewer understand the purpose of the presentation Very engaging introduction to hook audience interest Engaging introduction to hook audience interest This presentation has an opening scenario to hook audience interest This presentation has a basic introduction to engage audience interest Create an engaging introduction to hook audience interest A context for the presentation is clearly established through an example A context for the presentation is established A basic context for the presentation is established Establish a context for the presentation (e.g., by using an example or explaining why it is important), to help the viewer understand Focus questions and/or an outline of topics are presented 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 The presentation somewhat addresses the topic This presentation doesn't adequately address the topic An appropriate amount of content is presented — not too much or too little There is too much content, in too much detail, presented within the allocated time frame. Zoom out and provide a higher-level presentation at a slower pace. It is best to cover a small amount of well-targetted content than a large amount of poorly selected content. The presentation is well/reasonably well/poorly structured (i.e., Overview, Content, Conclusion) The selection of content is poor because it doesn't adequately use the most relevant psychological theory and/or research to address the topic The presentation makes excellent/very good/good/reasonably good/basic/little/insufficient/no use of relevant psychological theory The presentation makes excellent/very good/good/basic/little/insufficient/no use of relevant psychological research Ideally, make more explicit use of research The presentation includes citations to support claims Some citations are included to support claims Use APA style for citations Consider including key citations to support claims Include citations to support claims The presentation makes excellent/very good/good/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 The presentation provides practical, easy to understand information Provide practical, easy to understand information Conclusion A Conclusion slide is presented with excellent/very good/good/reasonably good/basic take-home message(s) A Conclusion slide is presented with a basic summary The presentation could be strengthened by expanding on the take-home message (e.g., answers to more than one focus question) 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? The presentation could be strengthened by adding a Conclusion slide with practical, take-home messages in response to each focus question The Conclusion only partly fitted within the time limit The Conclusion did not fit within the time limit Audio The audio is fun, easy to follow, and interesting to listen to The audio is easy to follow The audio is hard to follow because so much content is presented so quickly The presentation makes effective/very good/good/reasonably good/basic use of narrated audio Audio communication is well paced Excellent pauses between sentences. This helps the viewer to cognitively digest the information that has just been presented before moving on to the next point. 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. Slow down and leave longer pauses between sentences. This will help viewers to cognitively digest the spoken information as it is being presented, before moving on to the next point. Excellent intonation enhances listener interest and engagement Very good/Good/Reasonably good/Basic intonation Consider using greater intonation to enhance listener interest and engagement Use greater intonation to enhance listener interest and engagement Consider improving articulation to enhance the clarity of speech The narration is well practiced and/or performed The narration could benefit from further practice Audio recording quality was excellent/very good/good Audio recording quality was OK/poor. 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. The narrated content is well matched to the target topic (see content) The narrated content is well matched to the target topic (see content) but lacked synthesis of the best psychological research about this topic The narrated content is reasonably well/partially/poorly matched to the target topic (see content) The narrated content is reasonably well/partially/poorly matched to the target topic (see content) but lacked synthesis of the best psychological research about this topic The narrated content is partially/poorly matched to the target topic (see content) 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 excellent/very good/good/reasonably good/basic The presentation makes creative use of stock video and images The presentation makes effective/good/basic use of animated slides and/or stock video The presentation makes effective/good/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 Some of the font size could be larger to make it easier to read Consider using a sans-serif typeface to make the text easier to read The amount of text presented per slide makes it easy to read and listen at the same time The amount of text presented per slide could be reduced to make it easier to read and listen at the same time Some slides are a bit too busy/fast The presentation could be strengthened by adding some more text (e.g., about take-home messages) The visual communication is effectively supplemented by images and/or diagrams The visual communication is supplemented in a basic way by images and/or diagrams Also consider using diagrams The visual communication could be improved by including some relevant images and/or diagrams The presentation is very well produced The presentation is well produced using simple tools The presentation is basically produced using simple tools Hide the audio icon The usability of the presentation could be improved by exporting to a commonly used video hosting platform such as YouTube or Vimeo The visual content is well matched to the target topic (see content) The visual content is well matched to the target topic (see content) but lacked synthesis of the best psychological research about this topic The visual content is reasonably well matched to the target topic (see content) The visual content is reasonably well matched to the target topic (see content) but lacked synthesis of the best psychological research about this topic The visual content is partially/poorly matched to the target topic (see content) 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 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. The chapter sub-title but not the chapter title is used in the name of the presentation. The title would help to clearly convey the purpose of the presentation. The video title does not match the chapter title and sub-title — this would help to clearly convey the purpose of the presentation and be more consistent A written description of the presentation is provided A brief written description of the presentation is provided. Consider expanding. A very brief written description of the presentation is provided. Expand. Provide an informative description to help viewers decide whether they want to watch Excellent use of time codes Links to and from the book chapter are provided An active hyperlink to the book chapter is provided An inactive hyperlink to the book chapter is provided because the YouTube user account does not yet have access to advanced features A link to the book chapter is provided but it goes to a specific section rather than the top of the chapter A link to the book chapter is not provided A link from the book chapter is provided A link from the book chapter was not provided. I've added it. The presentation is incorrectly categorised as being for kids. This creates limitations, such as being unable to add the presentation to a playlist. More info. Licensing Image sources and their copyright status are communicated Ideally, provide clickable links to the original image sources (e.g., in the description) Image sources are communicated in a general way. Also provide links to each image and the license details (e.g., in the description). Image sources and their copyright status are not provided This presentation has probably violated the copyrights of image owners as images appear to have been used without permission and/or acknowledgement Probably the images are freely available via the editing package but this is not explicitly stated A copyright license for the presentation is provided A copyright license for the presentation is provided in the presentation description but not in the meta-data A copyright license for the presentation is not provided

-- Jtneill - Talk - c 08:40, 11 November 2023 (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 The presentation is over the maximum time limit — content beyond 3 mins is ignored for marking and feedback purposes Overview An opening slide with the title and sub-title is displayed — this helps to clearly convey the purpose of the presentation Also narrate the title and sub-title — this helps to clearly convey the purpose of the presentation. Engaging introduction to hook audience interest A context for the presentation is clearly established through an example Focus questions and/or an outline of topics are presented 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 makes no use of relevant psychological research Ideally, make more explicit use of research Include citations to support claims The presentation makes basic use of one or more examples or case studies or practical advice The presentation provides easy to understand information Conclusion The Conclusion did not fit within the time limit Audio The audio is easy to follow The presentation makes effective use of narrated audio Audio communication is well paced Good intonation The narration is well practiced and/or performed Audio recording quality was good. 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. The narrated content is well matched to the target topic (see content) but lacked synthesis of the best psychological research about this topic Video Overall, visual display quality is good to very good The presentation makes good use of text and image based slides The font size is sufficiently large to make it easy to read The visual communication is effectively supplemented by images and/or diagrams Some images could be better matched to what is being discussed e.g., maybe label the pictures on slide 2 The presentation is well produced using simple tools The visual content is well matched to the target topic (see content) but lacked synthesis of the best psychological research about this topic Meta-data The chapter sub-title but not the chapter title is used in the name of the presentation. The title 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 An inactive hyperlink to the book chapter is provided because the YouTube user account does not yet have access to advanced features 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 08:40, 11 November 2023 (UTC)