Latest comment: 14 years ago1 comment1 person in discussion
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.
This is an interesting chapter on self-efficacy that is expertly applied to the important problems of academic achievement, weight loss and smoking. The chapter would have benefited from a greater self-help focus on how to improve self-efficacy for desired tasks, as well as further proof reading and use of learning features.
The section on foundations of self-efficacy covers the main theoretical components and explains the various aspects with a great level of detail. However, the mechanisms of social persuasion could be further elaborated.
The theory is applied to three very important contexts, academia, weight loss and smoking, and integrated with pertinent research.
Fantastic point that the same experience (illustrated by a grade in statistics example) can be interpreted completely differently, having differential effects on self-efficacy.
The three main studies chosen to illustrate self-efficacy in the applied areas of discussion, were expertly integrated and described, with summarising sentences explaining the implications. Each could be further improved by introducing statistical results (e.g., correlations, effect size etc).
Wider research to include intervention studies and guidelines for improving self-efficacy would assist in addressing the self-help focus of the assignment.
The style of writing was highly engaging and well-structured.
Remember to hyphenate self- compounds and proof read to ensure correct use of apostrophes in possessive form.
Most references were very well done; however, further proof reading would help pick up minor errors (e.g., missing commas between author names and separating authors from date; "Joet Usher & Bressoux 2011"). Also, page and issue numbers should not be italicised in the reference list (issue numbers should appear in brackets).
Some incorrect word use was apparent (e.g., “important thing to note hear->here; experience mastery experience; stem question proceeds->precedes).
Inclusion of learning features, such as images and reflection boxes, would assist in illustrating the key points of the chapter.
Latest comment: 14 years ago1 comment1 person in discussion
The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via login to the unit's Moodle site. Written feedback is provided below, plus there is a 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. If you wish to dispute the marks, see the suggested marking dispute process.
