Talk:Motivation and emotion/Book/2024/Intrinsic rewards and motivation

Heading casing

Hi Zwyndham. 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 08:56, 17 August 2024 (UTC)

Topic development feedback

The topic development submission has been reviewed according to the marking criteria. Written feedback is below, plus see the general feedback page. Please also check the page history for 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. Marks are available via UCLearn. Marks are based on the latest version before the due date.

1. Title The title and sub-title are correctly worded and formatted User name removed from the page. Authorship is as per the page's edit history. 2. Headings Under-developed, mostly 1-level heading structure – develop further, perhaps using a 2-level structure for larger section(s) Basic alignment between between sub-title, focus questions, and top-level headings. Aim to improve. Remove acronyms Aim for 3 to 6 top-level headings between the Overview and Conclusion, with up to a similar number of sub-headings for large sections Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings No need to cover extrinsic rewards (except in passing) or compare with intrinsic. This is not the focus of the topic. Be disciplined. 3. Overview Basic Add an image to the scenario to help attract reader interest Add a brief, evocative description of the problem/topic Use serial commas[1]. Video (1 min) Closer alignment between the sub-title, focus questions, and top-level headings is recommended 4. Key points Basic development of key points Good use of citations Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples Use APA style 7th edition for citations (e.g., do not include author initials) Consider using the Studiosity service and/or a service like Grammarly to help improve the quality of written expression such as checking grammatical and spelling errors Conclusion is underway What might the take-home, practical messages be? (What are the answer(s) to the question(s) in the sub-title and/or focus questions?) 5. Figure One or more relevant figure(s) presented and captioned The figure caption(s) could better explain how the image connects to key points being made in the main text (e.g., topic is IR) Cite each figure at least once in the main text using APA style (e.g., see Figure 1) 6. Learning feature Add in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to relevant book chapters (see Tutorial 2) Basic use of scenario/example/case study Consider including one or more quiz question(s) about the take-home messages Promising use of one or more table(s) 7. References Good Well done on identifying relevant systematic reviews and/or meta-analyses Check and correct APA referencing style: capitalisation provide dois; if not available, use the shortest possible URLs page numbers should be separated by an en-dash (–) rather than a hyphen (-); remove spaces around the dash 8. Resources See also Good Identify more specific, relevant links Use sentence casing (fixed) External links Very good Use sentence casing Use alphabetical order 9. User page Good 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. A link to the book chapter is provided 10. Social contribution One out of three types of contributions made with with direct link(s) to evidence. The other types of contribution are making: comments on the talk pages of other chapters (past or current) posts about the unit or project on other platforms such as the UCLearn discussion forum or on X using the #emot24 Review quality of edits: For this edit, use a numbered list as demonstrated in Tutorial 2. This edit replaced one mispelling with another mispelling

-- Jtneill - Talk - c 12:41, 2 September 2024 (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 basic, but sufficient chapter Very good use of academic, peer-reviewed citations to support claims Under the maximum word count, so there is room to expand For additional feedback, see the following comments and these copyedits Overview Reasonably good Engages reader via a case study or scenario in a feature box; also include a relevant image Briefly explains the psychological problem or phenomenon; provide more detail The focus questions are basic The focus questions could be improved by: being more specific to the topic (i.e., the sub-title) using a numbered list or bullet points as taught in Tutorial 02 Theory A reasonably good range of relevant theories are selected, described, and explained This chapter does not build on related chapters and/or Wikipedia articles (e.g., by embedding interwiki links for key terms) Basic depth is provided about relevant theory(ies) Basic use of tables, figures, and/or lists to help convey key theoretical information Key citations are well used Basic use of examples to illustrate theoretical concepts Research Basic review of relevant research More detail about key studies would be ideal Any systematic reviews or meta-analyses in this area? 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 considering the strength of relationships acknowledging limitations pointing out critiques/counterarguments suggesting specific directions for future research Integration Basic integration between theory and research The chapter places more emphasis on theory than on research; strive for an integrated balance Conclusion Basic summary and conclusion Style Written expression Overall, the quality of written expression is reasonably good Some sentences could be explained more clearly (e.g., see the and tags) Avoid one sentence paragraphs. Communicate one idea per paragraph using three to five sentences. Grammar The grammar for some/many sentences could be improved (e.g., see the tags) Consider using a grammar checking tool Another option is to use a services provided by UC, such as Studiosity Another option is to share draft work with peers and ask for their assistance APA style Use double (not single) quotation marks "to introduce a word or phrase used ... as slang, or as an invented or coined expression" (APA Style 7th ed., 2020, p. 159) Layout Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings Remove abbreviations from headings Figures Reasonably well captioned It is unclear how Figure 2 relates to SDT Use this format for captions: Figure X. Descriptive caption goes here in sentence casing. See example. Refer to each Figure at least once within the main text (e.g., "(see Figure 1)") Tables Add an APA style caption to each table Refer to each Table at least once within the main text (e.g., see Table 1) Citations use basic APA style (7th ed.). To improve: 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) List multiple citations in alphabetical order by first author surname References use excellent/very good/good/reasonably good/basic/poor APA style: Use hanging indent (fixed) Check and correct use of capitalisation[2] Check and correct use of italicisation Separate page numbers using an en-dash (–) rather than a hyphen (-) Include hyperlinked dois (fixed) Learning features Insufficient use of learning features 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 figure(s) Basic use of table(s) Basic use of feature box(es) Basic use of scenarios, case studies, or examples No use of quiz(zes) and/or reflection question(s) Insufficient use of interwiki links in the "See also" section Also include links to related book chapters Add more links Basic use of external links in the "External links" section Use sentence casing Use alphabetical order Social contribution ~3 logged, minor contributions with direct links to evidence This edit replaced one mispelling with another :( For this edit, use a numbered list as taught in Tutorial 02

-- Jtneill - Talk - c 00:14, 2 November 2024 (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 The 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 Create an engaging introduction to hook audience interest (e.g., by introducing a case study or scenario) 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 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 An appropriate amount of content is presented — not too much or too little The presentation makes basic use of relevant psychological theory The presentation makes basic use of relevant psychological research The presentation makes very good use of citations to support claims The presentation makes basic use of one or more examples The presentation provides practical advice The presentation provides easy to understand information Conclusion The conclusion provides a basic summary of the most relevant psychological theory and research about this topic Audio The presentation makes basic use of narrated audio Audio communication is well paced Reasonably goodintonation The narration is reasonably well practiced and/or performed Audio recording quality was reasonably good. Volume was low. Review microphone set-up to achieve higher recording quality. The narrated content is reasonably well matched to the target topic Video Overall, visual display quality is basic The presentation makes basic use of text and image based slides The font size is mostly sufficiently large to make it easy to read Some of the font size could be larger to make it easier 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 relevant images and/or diagrams The presentation is basically produced using simple tools Meta-data 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 Provide a written description of the presentation to help potential viewers decide whether or not to watch A link to the book chapter is not provided A link from the book chapter is provided 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 not clearly indicated A copyright license for the presentation is not clearly indicated

-- Jtneill - Talk - c 11:23, 6 November 2024 (UTC)