Talk:Cognition and Instruction/Attribution and Emotion

1. To cover our topics, Attribution and Emotion, we are choosing five main ideas. Attribution Theory, the Attributional Process, Emotions, Attribution and Emotions in the Classroom and Implications for Instruction will make up the main structure of our Wikibook chapter. We are including Affective Responses as one of our subtopics because it ties in with the content of Emotions. The organization of our chapter is similar to our Cognitive Psychology and Instruction textbook because it follows the same layout. We introduce the topic through the theory and follow up with how the theory applies in a classroom setting. EDUC320 jchan (discuss • contribs)

2. Firstly we will define attribution and emotion separately. In attribution we will cover different attributional processes and responses. In emotion we will discuss positive and negative emotions, how we come about feeling these emotions in the classroom and how they affect our performance in school. In the subtopic "Attributions in the Classroom" we will discuss how teachers can aid students in learning to understand the emotions that they feel and why they feel them. We would also like to talk about how to translate this learning of emotions from the classroom into non-school settings. In "Implications for Instructions" we will be discussing how teacher instruction affects students and how oriented feedback affects attribution.

Everyone contributed equally as we have collaborated together on one computer. EDUC320 sta (discuss • contribs) 21:12, 2 October 2015 (UTC)

Peer Review

This chapter has some really positive aspects and is off to a great start so far. One of the main factors that make this chapter enjoyable to read is how the authors explain the concepts with clear and concise definitions. The easy to follow definitions are linked with relatable examples which furthers clarifies the material. I think one aspect that needs in improvement is the use of other references particularly in the first section of the four stages of the attribution process. Although I like how the chapter is to the point and easy to follow, the use of external sources would allow for an increase in detail as well as an increase in credibility. The next section on emotion shows a lot of improvement in the use of citations, but has some grammar mistakes. Additional proof reading to correct the grammar mistakes would improve the credibility of the content. Overall I think the content is moderately interesting. It is difficult to make this content interesting but I think the authors selected relevant information to cover and collaborated fluidly. Adding additional sources to the first half of the chapter would increase the credibility of the chapter as well as potentially making the information more interesting.

Educeao (discuss • contribs) 07:45, 8 November 2015 (UTC)

Draft peer-review feedbackː

Overall, I think your team is off to a great start from what I see in this draft.

What stands out for me as being your strongest point is the structure of the content you have: You begin with attribution theory and its processes, followed by emotions, and then a combination of the two in terms of application. Your rational for choosing to approach it in this order comes out clearly as you relate emotions back to the different beliefs we have (e.g. in terms of control) that you discussed earlier on. The structure is logical in this sense, making it easy for the reader to see the connections and follow along.

Although your structure is clearly laid out, I believe that there are grammatical issues that need to be addressed to optimize flow; and so I recognize grammar as the weakest point of the draft. I find that particularly in the emotions section, there are consistently small grammatical errors which stand out: e.g. “There are four main components are affecting each other”; “Therefore, it will more likely to experience low academic achievement”; “As learners who experience positive emotions will engage on their study, which is beneficial to their academic”; “individual need understand more about their own self”.

What I would recommend is to have each person read through the entire draft individually and make corrections to such grammatical concerns. It may be hard to spot them if the same person who wrote it is reading it, and so having a fresh set of eyes (and perhaps more than once per person) allows one to catch onto these errors. Keep in mind plural and singular (e.g. if you say “success and failures” it would make more sense to pluralize both). Also, read the paragraphs out loud as it will help to recognize what parts need attention once it is heard.

Educ320bf2015 (discuss • contribs) 08:07, 8 November 2015 (UTC)

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This chapter will focus on attribution and emotion in the classroom. We will be discussing the attribution theory, the four stages of the attributional process, methods for helping students cope with various emotions, attributional retraining and implications for instruction. The different events that occur in our everyday lives can be interpreted in a variety of ways. This is due to various attributions resulting in numerous emotional and behavioural responses. As educators, we should take our student's affective and behavioural responses into consideration to ensure that they know how to cope with their emotions. In addition to our student's emotions, we should also be aware of our own feelings and how they are expressed towards our students. The attribution theory and how we view emotions can be applied in the classroom environment. Using this research, we can take a deeper look into the implications for instruction and become better educators. EDUC320 jchan (discuss • contribs)

Attribution Theory, Importance of Attributions as a Predictor of How People Cope with Failure, The Four Stages of the Attributional Process, Outcome Evaluation, Attributional Responses, Locus of Control, Stability, Controllability, Affective Responses, Behavioural Responses EDUC320 jchan (discuss • contribs)

I contributed to the sections: Introduction, Attributions and Emotions in the Classroom, Attributional Retraining, Understanding our own Emotional Reactions, Implications for Instruction, and Effect on Students. As well as editing the Wikibook to try and create a fluid voice throughout the chapter and check for spelling and grammar mistakes. EDUC320 sta (discuss • contribs) 07:40, 7 December 2015 (UTC)