Talk:Motivation and emotion/Book/2016/University drop-out motivation

Comments
--Smfisher96 (discuss • contribs) 11:28, 11 September 2016 (UTC)

Hello, I found you a few references to start you off with your chapter

Determinants of Undergraduate Student Drop Out Rates in a University Business Studies Department http://www.tandfonline.com/doi/abs/10.1080/030987703200065154 'It emerged that financial hardship exerted a powerful influence on the stay/quit decision and significantly moderated the impacts on the decision to leave of: (i) academic performance, and (ii) the student's level of commitment to his/her programme. Individual self-esteem played a crucial role in encouraging or discouraging withdrawal when a person experienced low grades or substantial financial problems. The determinants of academic performance, student motivation, satisfaction and commitment were explored.'

Heres an interesting one relating self determination theory to drop-out motivation. Interestingly it was co-authored by the reeve himself https://selfdeterminationtheory.org/SDT/documents/2003_HadreReeve_JEP.pdf "LISREL analyses of questionnaire data from 483 rural high school students showed that the provision of autonomy support within classrooms predicted students’ self-determined motivation and perceived competence. These motivational resources, in turn, predicted students’ intentions to persist, versus drop out, and they did so even after controlling for the effect of achievement."

This study did the reverse, and used the theory of planned behaviour to predict how likely it was that a student would stay on till graduation http://link.springer.com/article/10.1007/s11218-014-9272-8

Good luck with your chapter! --Arlo Porter (discuss • contribs) 09:34, 16 September 2016 (UTC)

Feedback and suggestions
Hi! Well done on your chapter, I really like your topic. You've presented some interesting information too. I have a few suggestions for your chapter.

I noticed you're a little over the word limit (unless you're a G student). You sometimes right 'per cent' rather than using '%'- you could change that to reduce some of the words. Perhaps you could also cut-down the case study at the beginning and rather than mentioning that she's specifically from UC just leaving it so it's a tad more general and applicable to a wider audience. I also think it might be useful to change it a little so it matches the 'at-risk' students (e.g. making her an average high-school/college achiever rather than an A student, who's genuinely academic) so it more closely links with what you're talking about. I also thought this paragraph sounded as if was incomplete: Previous research conducted by Forbes and Wickens (2005), the students’ decision of changing or continuing their formative university course is dictated by the level of social integration that students attain at the university institution, that is, the students will feel more unified seeing that their potentiality allows them to manage with the intellectual demands of university life

perhaps you could change it to: The students’ decision of changing or continuing their formative university course is dictated by the level of social integration students attain at the university, that is, the students will feel more unified seeing that their potentiality allows them to manage with the intellectual demands of university life (Forbes & Wickens, 2005).

Finally, I think it would be clearer and more useful to add the tables under the paragraphs they're linked to rather than having them all in a 'table' section. And adding pictures to a couple of the sections would be a nice way to break up some of the text of your chapter.

(sorry I know this is a lot of text) but hopefully you find these suggestions useful --U3117274 (discuss • contribs) 09:21, 22 October 2016 (UTC)

Feedback and comments
Hey, just thought I'd provide some feedback on your chapter. First, I noticed in your references that you have the journal names in speech marks. For APA style, you should italicise the journal names.For example: Change "Early Education & Development, 1" to Early Education & Development, 1.

Second, for interactive purposes, have you considered including a quiz at the end? Also, it may help to have key terms linked to Wikipedia pages about them. For example, having 'Extrinsic motivation' linked to the Extrinsic motivation Wikipedia page. It helps to give your reader more context to your topic and added information you otherwise couldn't include in your book chapter.

Finally, I agree with the contributor above about the tables. It's a good way to set out your page, heloing to break up the paragraphs and not have a cluster of tables for one whole section. All the best and I hope this helps --U3100468 (discuss • contribs)09:09, 22 October 2016 (UTC)

Hey, Interesting topic and you have covered the literature well. I concur with the previous contributors, instead of a "block" of tables, it might be better to utilize each within the individual section or an alternative idea might be to just include a graph that then highlights the differences between the groups. The suggestion of a quiz or an alternate interactive component to increase the engagement with the reader, I think will also improve your chapter and is a relatively easy inclusion. To link key words to wiki pages I used the code [wikipedia:__________|__________]] the first part being the page title and the second the display text. I hope some of this is helpful and good luck with your chapter. --U3090066 (discuss • contribs) 18:09, 22 October 2016 (UTC)

Images
Hey!

Looks pretty good. I'd suggest putting up some pictures if you can?? It'll help give the page a little colour! Chot24 (discuss • contribs) 21:49, 22 October 2016 (UTC)

Overall
Hi,

I really like the look of your chapter, it seems to really encompass what you are aiming for. the only thing I would add is that if you can try and add maybe a couple of photos to really grab peoples attention when they are eading. otherwise it looks great!

u3096780--U3096780 (discuss • contribs) 23:04, 22 October 2016 (UTC)

Feedback and Suggestions
I've copied this response from the Moodle forum in case you didn't see it :-)

Hi Stephanie,

I had a look at your page - interesting topic.From the looks of it you've explained the motivational factors really well and the research is solid. All the information is there. My suggestions are more about how to organize the information. Take it or leave it - how i write may not be how you write, after all. smile

You made good points in your overview/introduction section - I like that you use a case study and link it back into the questions the article is trying to answer. You may be able to shorten it to make the message stronger.

I had an idea for the case study at the beginning. You may be able to draw the viewer in more if you don't give all the answers at once. Tease them.

You could potentially write the case study like this:

"In September last year Jessica started university, hoping to be a student for another three years. But, come mid November, Jessica did something out of character - she dropped out. Generally, Jessica put up with whatever it was that makes her unhappy until she learnt to live with it. Jessica undeniably didn't expect to be the kind of person to drop out. ", but she couldn't stand it anymore. (something like that).

Then jump to your questions that you have in bold -

Not finishing something she has started isn't normal behaviour for Jessica, so why then did she drop out? What motivates an individual to feel or experience these doubts? Why are some people more 'at-risk'? What reasons for attrition contribute to drop-out?

As for the rest of the case study, I really like it. You've given a very believable idea of who Jessica is and what was contributing to her state of mind. Could you start revealing her motivations later, as you go into the research about all the different risk factors? The reader could go on the self reflection journey with Jessica then.

"Evidently, university drop-out is the primary result of boredom, stress, workload strain, and preference of employment over study. Overall, understanding the importance of university drop-out allows us to comprehend and explain how these drop-outs can be avoided and/or reduced."

To me this section seems like it doesn't belong in the introduction, but maybe a bit later on? Is there a reference for this? I assume it is your opinion of what contributes to drop out - you might be able to link it back into the case study, so put it earlier on?

E.g. - [adding onto why did Jessica drop out?] Was it boredom, stress, workload strain, or she wanted to work instead?

The paragraph starting with "Understandably, determining the most ‘at-risk’ groups ...." in the introduction - I think it belongs at the start of the next section about "Who is most at risk?". The overview is just supposed to tell us - hey look, there's a problem here.

The following paragraph about extrinsic motivation, again, is awesome and informative, but I don't think it belongs in the overview since it is going into the bulk of what the article is about. I see you've mentioned similar information in the Extrinsic Motivation section. I'd move the extrinsic motivation paragraph to there, and see if you can pick out what information isn't repetitive.

I recommend you find some images to add to make the page look extra pretty - some of students reading or something like that?

I don't remember who told me this but I've received advice not to use words like "In conclusion," and "Overall," in the conclusion. Just jump right into what you would like to say.

I hope this helps and doesn't sound too overwhelming. Feel free to reply if you don't understand what I am talking about.

- u3108945, 23/10/16

-- Jtneill - Talk - c 11:32, 10 November 2016 (UTC)

-- Jtneill - Talk - c 21:45, 22 November 2016 (UTC)